A case of dilemmas: Exploring my assumptions about teaching science

The study is about a secondary science teacher's thinking associated with dilemmas experienced while teaching an environmental science class. Her interactive thoughts were generally concerned with content and student understanding of it, managing the curriculum, and encouraging and contributing to student success. A unique feature of the work is that the researcher studied her own teaching. The dilemma thoughts were used to explicate her assumptions about teaching the class. An implication of the work is that teachers can use dilemmas to challenge their own assumptions about their teaching practices. © 1994 John Wiley & son, Inc.