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1.
Hasan Deniz 《Journal of Science Education and Technology》2011,20(6):750-760
Epistemological beliefs refer to an individual’s thinking and beliefs about the nature of knowledge and knowing. The present study examined two research questions: (1) how do prospective elementary teachers’ epistemological beliefs in science change as a result of instruction specifically designed to improve their epistemological beliefs and (2) what role does the conceptual ecology for epistemological beliefs play in their development? The study was correlational with a sample of 161 prospective elementary teachers (148 female, 13 male). Self-report questionnaires tapping four dimensions of epistemological beliefs (certainty-simplicity, justification, source, attainability of truth) were given to prospective elementary teachers at two time points during an introductory science course. Results indicated that prospective elementary teachers became more sophisticated in their beliefs across all four dimensions of epistemological beliefs. It was found that one component of conceptual ecology for epistemological beliefs, thinking dispositions, was related to the development of epistemological beliefs. Prospective teachers with high thinking dispositions developed more sophisticated beliefs in comparison to prospective teachers with low thinking dispositions. 相似文献
2.
The purpose of this study was to investigate the beliefs of six experienced high school science teachers about (1) what is successful science learning; (2) what are the purposes of laboratory in science teaching; and (3) how inquiry is implemented in the classroom. An interpretive multiple case study with an ethnographic orientation was used. The teachers' beliefs about successful science learning were substantively linked to their beliefs about laboratory and inquiry implementation. For example, two teachers who believed that successful science learning was deep conceptual understanding, used verification labs primarily to illustrate these concepts and used inquiry as a type of isolated problem‐solving experience. Another teacher who believed that successful science learning was enculturation into scientific practices used inquiry‐based labs extensively to teach the practices of science. Tension in competing beliefs sets and implications for reform are discussed. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 936‐960, 2004. 相似文献
3.
《Teaching and Teacher Education》2006,22(3):363-375
The purpose of this study was to examine the effects of science education courses on a group of Taiwanese inservice and preservice teachers’ views toward the nature of science. There were two science education courses in the study; one was for 36 inservice teachers, while the other one was for 32 preservice teachers. Both of the courses included the philosophy of science, the instruction about student alternative conceptions and theories of conceptual change, and some classroom activities for science education. The data sources were based upon these teachers’ questionnaires, written responses to open-ended questions and interviews. The findings derived from this study revealed that both inservice and preservice teachers, to a certain extent, changed their views toward the nature of science when completing the courses. Many of them might reinterpret and reconstruct their views about science during the courses, and their views had progressed toward more constructivist-oriented. This study also suggested that the instruction about student alternative conceptions and conceptual change theories was more helpful than direct instruction about the philosophy of science in changing teachers’ views about science. 相似文献
4.
The preservice training of primary teachers is an opportunity to provide positive experiences which may ameliorate students'
anxiety about science and science teaching, and enhance their beliefs that they may become effective science teachers. The
previous and current science related experiences, and beliefs, of an intake of primary teachers participating in an introductory
science content subject, were explored. Matter and energy concepts were major content components of the subject. Data were
collected from pre- and post-test administrations of psychometric tests designed to measure students' science teaching self-efficacy,
science related attitudes, interest in science teaching, and preferred learning environment. A randomly selected sample of
students was interviewed at the commencement and finish of the subject. One third of the sample was assigned to a study group
in which a constructivist approach to laboratorys sessions was adopted. The remainder of the sample experienced a more traditional
transmissive format in laboratory sessions. Analysis of the quantitative data revealed no group differences in self-efficacy.
Interesting contrasts between students evident in the data from the interviews facilitated the articulation of tentative assertions
about the causative factors that may influence the development of students' sense of self-efficacy and possible science related
anxiety.
Specialisations: science teacher education, conceptual change, scientific reasoning.
Specialisations: science teacher education, conceptual change, scientific reasoning. 相似文献
5.
David P. Butts Thomas Koballa Margaret Anderson Douglas P. Butts 《Journal of Science Education and Technology》1993,2(1):349-357
Using the conceptual model of reasoned action, one would expect that what teachers do with instructional materials would be influenced by their internal beliefs and their external constraints. In this two-year study with elementary teachers, using a supplemental science instructional resource,Superscience, it was found that teachers' internal beliefs about what will benefit their students are linked to the external constraints of their students' interests and the expected curriculum. Even if the teachers believed that the content of the resource would be helpful, they were not likely to use it if they believed it did not fit the expected curriculum. 相似文献
6.
Dr. Keith Skamp 《Research in Science Education》1995,25(4):395-429
Several studies have suggested that preservice teacher education has little impact on student teacher conceptions about various
facets of teaching and learning. Most of these studies refer to generic teaching and learning, and very few have related to
primary science in particular. To explore this area eight primary student teachers were interviewed on six occasions during
the first two years of their Bachelor of Teaching degree. This paper reports the findings from part of these interviews. It
describes the (sometimes changing) conceptions which these eight students held about how they would recognise a “good” teacher
of science and the people and experiences they believed influenced the formation of these views. The differential impact of
past and present teachers and the teacher education program revealed possible implications for practica and science curriculum
units in particular, if teacher education is going to have an influence on preservice teachers' conceptions about teaching
and learning. 相似文献
7.
Chin-Chung Tsai 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):193-205
This study was conducted to explore the interplay between students’ scientific epistemological beliefs and their perceptions of constructivist learning environments. Through analysing 1,176 Taiwanese tenth-graders’ (16-year-olds) questionnaire responses, this study found that students tended to perceive that actual learning environments were less constructivist orientated than what they preferred. Students having epistemological beliefs more orientated to constructivist views of science (as opposed to empiricist views about science) tended to have a view that actual learning environments did not provide sufficient opportunities for social negotiations (p < 0.01) and prior knowledge integration (p < 0.01); and moreover, they show significantly stronger preferences to learn in the constructivist learning environments where they could (1) interact and negotiate meanings with others (p < 0.001), (2) integrate their prior knowledge and experiences with newly constructed knowledge (p < 0.001) and (3) meaningfully control their learning activities (p < 0.001). The main thrust of the findings drawn from this study indicates that teachers need to be very aware of students’ epistemological orientation towards scientific knowledge, and to complement these preferences when designing learning experiences, especially to provide constructivist-based lessons to enhance science learning for students who are epistemologically constructivist orientated. 相似文献
8.
Gavin W. Fulmer 《Journal of Science Teacher Education》2013,24(7):1219-1236
Like their students, teachers may hold a variety of naïve conceptions that have been hypothesized to limit their ability to support students’ learning. This study examines whether changes in elementary students’ conceptions are related to their teachers’ content knowledge, attitudes, and understanding of conceptual change. The study takes place in the context of the adoption of a new unit on seasonal change in which students build and use sundials to observe seasonal differences in the apparent motion of the Sun across the sky. A mixed-method approach is used. Data sources include pre- and post-tests for students and teacher interviews and questionnaires. Results indicate that changes in students’ conceptions may be related to their teachers’ knowledge of the content, attitudes toward science, and understanding of conceptual change. One teacher had low attitude toward science and limited knowledge of conceptual change. After instruction, her students’ responses became less accurate but more homogeneous than before instruction. The other teacher had high attitude and moderate knowledge of conceptual change. Her students showed gains from pre- to post-test, including responses that were more scientifically accurate than the teachers’ initial answers. 相似文献
9.
Mr. Ray Peterson Associate Professor David Treagust 《Research in Science Education》1992,22(1):323-330
This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results
from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service
teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating
problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use
of the approach to improve their pedagogical reasoning skills.
Specializations: science teacher education, learning in science, chemistry education.
Specializations: student learning, conceptual change, technology education, curriculum evaluation. 相似文献
10.
In this paper, we report an analysis of metaphors used by three science teachers in their classroom discourse and consider
the implications of this research for the image of science that students are likely to construct. Teacher beliefs about the
nature of science are implicit and entrenched and may be contrary to both contemporary philosophies of science and constructivist
theory. We argue that the presence of metaphors such ateaching as a journey, knowledge as object andteacher as pathfinder in teachers' classroom discourse signify the implicit existence of a powerful objectivist epistemology that governs teachers'
pedagogies. If students are to construct contemporary views of the nature of science and if constuctivist pedagogy is to develop
in the science classroom then science teachers need to reflect on their use of these role-determining objectivist metaphors. 相似文献
11.
Beliefs and attitudes resulting from the unique life experiences of teachers frame interactions with learners promoting gender
equity or inequity and the reproduction of social views about knowledge and power as related to gender. This study examines
the enactment of a female science teacher’s pedagogy (Laura), seeking to understand the implications of her beliefs and attitudes,
as framed by her interpretations and daily manifestations, as she interacts with students. Distinct influences inform the
conceptual framework of this study: (a) the social organization of society at large, governed by understood and unspoken patriarchy,
present both academically and socially; (b) the devaluing of women as “knowers” of scientific knowledge as defined by a western
and male view of science; (c) the marginalization or “feminization” of education and pedagogical knowledge. The findings reflect
tensions between attitudes and beliefs and actual teacher practice suggesting the need for awareness within existing or new
teachers about their positions as social agents and the sociological implications related to issues of gender within which
we live and work, inclusive of science teaching and learning. 相似文献
12.
张晓涛 《暨南大学华文学院学报》2008,(4):17-25
本文主要对哥伦比亚汉语口语教学及评估的观念和做法进行了调查和研究。哥伦比亚安第奥基亚地区一些大学初、中、高级班的6位汉语教师和57名学生参与了此项调查。研究工具包括问卷、后续问卷、访谈和课堂观察。本研究给我们的启示是：教师的观念与课堂上的实际做法差距较大,加之哥伦比亚的汉语教学具有一些不同于国内教学的具体情况,因此有必要指导教师使汉语作为外语的教学真正具有交际性,并对教师如何评估学生口语表达能力进行必要的指导和培训。 相似文献
13.
14.
Mary Hanrahan 《Research in Science Education》1994,24(1):156-165
This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey
based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their
teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance,
based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to
a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a
constructivist approach to teaching.
Specializations: secondary school science learning environments, writing in science, alternative frameworks, the language of science. 相似文献
15.
Teacher beliefs about curriculum design affect the quality of science education in schools, but science researchers know little
about the interrelation of beliefs about alternative curriculum designs. This article describes a quantitative study of secondary
science teachers' beliefs about curriculum design. A 33-item Science Curriculum Orientation Inventory (SCOI) was developed
to measure five distinct orientations to curriculum: academic, cognitive processes, societycentred, humanistic, and technological.
Data were collected from 810 integrated science, chemistry, physics, and biology teachers in Hong Kong. A confirmatory factor
analysis of teacher responses to the SCOI indicated that science teachers' beliefs about curriculum design had a hierarchical
structure; the five distinct curriculum orientations were positively correlated, forming a second-order curriculum, meta-orientation.
Physics teachers were less society-oriented than biology, integrated science and chemistry teachers, and integrated science
teachers were more humanistic than physics teachers. Although science teachers' beliefs about any of the five alternative
curriculum designs did not vary with their teaching experience, the difference between beliefs about the cognitive processes
orientation and the humanistic orientation increased when teachers had gained more teaching experience. Implications of these
findings are discussed. 相似文献
16.
Meredith Park Rogers Sandra Abell John Lannin Chia-Yu Wang Kusalin Musikul David Barker Shannon Dingman 《International Journal of Science and Mathematics Education》2007,5(3):507-532
This study compares the views of teachers and professional development facilitators about effective professional development
(PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics
PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and
teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences
for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and
improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research
documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1)
challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging
teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student
data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based
reform. 相似文献
17.
Melissa Glackin 《International Journal of Science Education》2016,38(3):409-433
Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers’ beliefs and their pedagogical practice during a two-year professional development programme associated with the ‘Thinking Beyond the Classroom’ project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued ‘authentic’ science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning. 相似文献
18.
Christine Howitt 《Research in Science Education》2007,37(1):41-58
Lack of confidence towards science is a major factor in the avoidance of teaching science at elementary school. This paper
reports the results of a survey that asked 28 pre-service elementary teachers what they believed contributed to their confidence
towards science and the teaching of science during a second year science unit where an holistic teaching/learning approach
was taken. The holistic nature of the unit was based on a model that considered six major factors to be important influences
on the confidence of the pre-service teacher. Using median values, and ranking from the most to least important factor influencing
their confidence, the pre-service teachers identified practicum, teacher educator, pedagogical content knowledge, learning
environment, assessment and reflection. Factors within pedagogical content knowledge, ranked from most to least important,
were science pedagogy, science activities, children's views of science, science content knowledge and investigating scientifically.
The wide variability in responses highlighted that no single factor was perceived to be a major contributor to the pre-service
teachers' confidence, but rather a balanced mix was necessary. Implications for pre-service elementary science education units
are discussed. 相似文献
19.
Ahmet Kılınç Tezcan Kartal Barış Eroğlu Ümit Demiral Özlem Afacan Dilber Polat Mutlu P. Demirci Guler Özkan Görgülü 《Research in Science Education》2013,43(6):2455-2475
The aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers’ teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers’ beliefs about GM foods (content knowledge, risk perceptions, moral beliefs, and religious beliefs) and their teaching efficacy beliefs about this topic constitute a belief system, and these beliefs are interrelated due to core educational beliefs. We used an exploratory mixed design to test this model. We developed and administered specific questionnaires to probe the belief system model. The sample for the quantitative part of this study included 441 preservice science teachers from eight universities. We randomly selected eight participants in this group for follow-up interviews. The results showed that preservice science teachers held moderately high teaching efficacy beliefs. Learning and teaching experiences, communication skills, vicarious experiences, emotional states, and interest in the topic were sources of this efficacy. In addition, content knowledge and risk perceptions were predictors of teaching efficacy. We believe that epistemologies based on traditional teaching and the values attached to science teaching are the core beliefs that affect the relationship between predictor variables and teaching efficacy. 相似文献
20.
Research on teachers' practical knowledge is considered to be an alternative to several other research approaches to teaching which study teaching from a limited point of view and from an outsider's perspective, often with the aim of exerting control over teachers. It is argued that research on teachers' practical knowledge takes into account in a better way what really matters in teaching because it emphasizes the knowledge and beliefs of teachers themselves about teaching. In this study, the issue of 'good' teaching is highlighted from a perspective on teaching based on teachers' practical knowledge. The conceptions of education of eight experienced teachers were investigated with a multi-methodical approach. Teachers' conceptions of education consist of their views on the objectives of education, the contents of the curriculum, and the role of the teacher and the students in the teaching and learning process. Several contextual factors and teachers' interpretations of these factors seem to exert influence on teachers' conceptions of education, such as the schools in which they work, the characteristics of the students and subjects they teach, and general developments in society. It is concluded that it is difficult to give a precise definition of good teaching from a practical knowledge perspective because of the personal and context-embeddedness of teachers' practical knowledge. However, the results indicate that research on teachers' practical knowledge adds new information to the discussion of good teaching when compared with the results of more traditional research approaches to teaching. 相似文献