Science teachers often have lacunae in their knowledge base, as their only qualification is their degree, and parts of the high school curriculum may not have been covered sufficiently. When they, in turn, go to teach high school science, they may find themselves in the middle of the lesson and have just uttered the concept and realized they have made a mistake but continue regardless. I use the term 'fraudulent paradigm' to describe this scenario, but is there a better one (apart from just being negative about the teacher!)?
In this case, I mean it to refer to someone who has a tenet of their practice to not correct their own mistakes in science teaching.
In general, it's safe to say that undergraduate training alone may not fully prepare a teacher for classroom practice. Regarding the term 'fraudulent paradigm,' I believe it might not be the most fitting descriptor for this situation, especially considering Kuhn's definition of 'paradigm.' Additionally, 'fraudulent' implies deliberate deception, which doesn't seem to be the intention in this case. The scenario presented suggests more of a psychological tension than a character flaw.
Teachers may find it difficult to admit mistakes, particularly in contexts where they are expected to be knowledgeable and authoritative. Science teaching is often associated with the prestige of mastering its concepts. There's a social prefiguration of scientists as highly knowledgeable individuals. A 'mistake' can challenge this established image, potentially undermining the teacher's authority. This tension between the teacher's authority and the recognition of his/her limitations can lead to defensive behaviors, such as ignoring or dismissing mistakes to maintain their perceived expertise in the subject matter.
In this sense, the teacher not only considers the specific issue of the error but also, even if not fully consciously, their entire place in the school's social structure.
I refer to it as a misconception (look up the definition of misconception), just like with the students. An error in science teaching ( if you are not talking about pedagogy) is usually based on a misunderstanding (or lack of knowledge) of the science concept being taught. So, if you are working with science educators, it is best first to identify the root concept they have misunderstood and then work from there to build their capacity around the area of focus. I also suggest showing some videos regarding how some very well-educated folks confuse science concepts and that it has nothing to do with your intellectual capacity overall. This allows the educator not to feel foolish. See the Harvard video and this one below.
Ex: https://youtu.be/PZ9ut96DnyY?si=tdbRGRka4xs-ErMF and
Thomas McCloughlin To avoid this mistakes, I suggest to not teach something you are not familiar with; make sure you have both formal education and practical experiences on the concepts before incorporating them in your curriculum design.
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