Science Teachers` Strategies Towards High Achievers- A Case Study

Abstract

This study is conducted in Norway, this study investigated data from a case study with two science teachers. The Norwegian school system is built upon the principle of equality for all students. The idea is that comprehensive school is best suited to provide equal opportunities in school and society. The only criteria for group affiliation are students' birth year, and as a consequence there are irregular variations in achievement within groups of students. International studies show that Norway has an alarmingly low proportion of students who achieve at the advanced level in science. A relatively large percentage of students exhibit low levels of performance. This may indicate that Norwegian teachers are struggling to meet the learning needs of students with regards to their achievement. The purpose of this study was to investigate how the introduction of ability groups affected the teaching of two science teachers. The research question to be answered was: How does the transition to ability groups affect science teachers` opportunities to identify and meet students` learning needs in science teaching? Key words: Teaching strategies, teacher expectations, achievement, epistemological beliefs, case study