A teacher's bounded rationality in middle school science

Okhee Lee, Andrew C. Porter

Research output: Contribution to journalArticle

Abstract

The concept of bounded rationality was used to understand how a middle school science teacher dealt with the complexities of teaching two classes differing in levels of student achievement. The teacher constructed a mental model of teaching for her two classes based on her perceptions, beliefs, emotions, and affects about student characteristics. The teacher had the same mental model for the two classes, despite the fact that the two classes were quite different in achievement levels. Compared to the objective reality of differences between the two classes, her mental model of equal treatment seemed subjective. Her teaching behavior in the two classes was generally consistent with her mental model of teaching. The findings indicate patterns of teacher thinking and behavior that can largely be explained within the framework of bounded rationality. The findings also suggest implications for teacher change.

Original languageEnglish (US)
Pages (from-to)397-409
Number of pages13
JournalTeaching and Teacher Education
Volume9
Issue number4
DOIs
StatePublished - 1993

Fingerprint

rationality
teacher
science
Teaching
equal treatment
emotion
student

ASJC Scopus subject areas

  • Education

Cite this

A teacher's bounded rationality in middle school science. / Lee, Okhee; Porter, Andrew C.

In: Teaching and Teacher Education, Vol. 9, No. 4, 1993, p. 397-409.

Research output: Contribution to journalArticle

Lee, Okhee ; Porter, Andrew C. / A teacher's bounded rationality in middle school science. In: Teaching and Teacher Education. 1993 ; Vol. 9, No. 4. pp. 397-409.
@article{976cce6cf7c34a7aa9fb9a84e68fec0e,
title = "A teacher's bounded rationality in middle school science",
abstract = "The concept of bounded rationality was used to understand how a middle school science teacher dealt with the complexities of teaching two classes differing in levels of student achievement. The teacher constructed a mental model of teaching for her two classes based on her perceptions, beliefs, emotions, and affects about student characteristics. The teacher had the same mental model for the two classes, despite the fact that the two classes were quite different in achievement levels. Compared to the objective reality of differences between the two classes, her mental model of equal treatment seemed subjective. Her teaching behavior in the two classes was generally consistent with her mental model of teaching. The findings indicate patterns of teacher thinking and behavior that can largely be explained within the framework of bounded rationality. The findings also suggest implications for teacher change.",
author = "Okhee Lee and Porter, {Andrew C.}",
year = "1993",
doi = "10.1016/0742-051X(93)90006-3",
language = "English (US)",
volume = "9",
pages = "397--409",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier Limited",
number = "4",

}

TY - JOUR

T1 - A teacher's bounded rationality in middle school science

AU - Lee, Okhee

AU - Porter, Andrew C.

PY - 1993

Y1 - 1993

N2 - The concept of bounded rationality was used to understand how a middle school science teacher dealt with the complexities of teaching two classes differing in levels of student achievement. The teacher constructed a mental model of teaching for her two classes based on her perceptions, beliefs, emotions, and affects about student characteristics. The teacher had the same mental model for the two classes, despite the fact that the two classes were quite different in achievement levels. Compared to the objective reality of differences between the two classes, her mental model of equal treatment seemed subjective. Her teaching behavior in the two classes was generally consistent with her mental model of teaching. The findings indicate patterns of teacher thinking and behavior that can largely be explained within the framework of bounded rationality. The findings also suggest implications for teacher change.

AB - The concept of bounded rationality was used to understand how a middle school science teacher dealt with the complexities of teaching two classes differing in levels of student achievement. The teacher constructed a mental model of teaching for her two classes based on her perceptions, beliefs, emotions, and affects about student characteristics. The teacher had the same mental model for the two classes, despite the fact that the two classes were quite different in achievement levels. Compared to the objective reality of differences between the two classes, her mental model of equal treatment seemed subjective. Her teaching behavior in the two classes was generally consistent with her mental model of teaching. The findings indicate patterns of teacher thinking and behavior that can largely be explained within the framework of bounded rationality. The findings also suggest implications for teacher change.

UR - http://www.scopus.com/inward/record.url?scp=38249003965&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=38249003965&partnerID=8YFLogxK

U2 - 10.1016/0742-051X(93)90006-3

DO - 10.1016/0742-051X(93)90006-3

M3 - Article

AN - SCOPUS:38249003965

VL - 9

SP - 397

EP - 409

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

IS - 4

ER -