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Vicente Talanquer Ingrid Novodvorsky Debra Tomanek 《International Journal of Science Education》2013,35(10):1389-1406
The present study was designed to identify and characterize the major factors that influence entering science teacher candidates’ preferences for different types of instructional activities, and to analyze what these factors suggest about teacher candidates’ orientations towards science teaching. The study involved prospective teachers enrolled in the introductory science teaching course in an undergraduate science teacher preparation program. Our analysis was based on data collected using a teaching and learning beliefs questionnaire, together with structured interviews. Our results indicate that entering science teacher candidates have strong preferences for a few activity types. The most influential factors driving entering science teacher candidates’ selections were the potential of the instructional activities to motivate students, be relevant to students’ personal lives, result in transfer of skills to non‐science situations, actively involve students in goal‐directed learning, and implement curriculum that represents what students need to know. This set of influencing factors suggests that entering science teacher candidates’ orientations towards teaching are likely driven by one or more of these three central teaching goals: (1) motivating students, (2) developing science process skills, and (3) engaging students in structured science activities. These goals, and the associated beliefs about students, teaching, and learning, can be expected to favor the development or enactment of three major orientations towards teaching in this population of future science teachers: “motivating students,” “process,” and “activity‐driven.” 相似文献
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Teachers play a critical role in successfully implementing science education reforms in the United States to provide high-quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person-centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self-efficacy beliefs, and reform values) characteristics combine to form science teacher profiles in middle school. Predictors of profile membership (bachelor's degree, school %FRL) and both teacher (science instructional practices) and student (science achievement, engagement, and self-efficacy) outcomes related to the teacher profiles were also examined. Five science teacher profiles were identified (severely discouraged but reform oriented, discouraged but reform oriented, conventional, confident and mastery oriented, and confident with multiple goal approaches) that represented unique configurations of cognitive and motivation characteristics. Additionally, findings showed that the teacher profiles were significantly related to three dimensions of science instructional practice including communication, discourse, and reasoning. Finally, the teacher profiles were significantly related to student science achievement and motivational outcomes. Implications for differentiated approaches to teacher professional learning and supports for science instruction are discussed. 相似文献
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The purpose of this case study is to delve into the complexities of how preservice science teachers’ science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the form of content representation, responses to an open-ended instrument, and semi-structured interviews. Preservice teachers’ orientation and PCK were analyzed deductively. Constant comparison analysis of how their orientation interacted with other PCK components revealed three major themes: (1) one’s purpose for science teaching determines the PCK component(s) with which it interacts, (2) a teacher’s beliefs about the nature of science do not directly interact with his/her PCK, unless those beliefs relate directly to the purposes of teaching science, and (3) beliefs about science teaching and learning mostly interact with knowledge of instructional strategies. Implications for science teacher education and research are discussed. 相似文献
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Teachers’ implementation of technology-enhanced student-centered learning environments (SCLEs) will be affected by their beliefs
about effective practices. In order for student-centered programs to be used as intended, designers must be aware of the key
issues that will shape their implementation and the beliefs teachers hold about these issues. This case study examined 15
teachers’ beliefs about student-centered learning as they implemented Alien Rescue, a computer-based program for middle school
science that was designed to create a SCLE in the classroom. Considerations for the design of similar programs are offered. 相似文献
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Effective teacher beliefs about students are an integral part of effective teaching. Teachers with interventionist beliefs about students (‘I can intervene to help a learner with difficulties’) show more effective practice than teachers with pathognomonic beliefs (‘I blame the learner for his difficulties’). A professional development (PD) course sensitized teachers (N = 234) to individual learning differences (ILDs), using five learning/cognitive styles tools. Teachers’ responses to a pre‐/post‐test question concerning their beliefs about ‘weak students’ were analyzed and correlated with their ILD scores. Before the PD, teachers with strong ILD preferences matched to traditional learning contexts were significantly more ‘at risk’ (i.e., had fewer interventionist beliefs) than the other teachers; the former teachers were significantly overrepresented in the sample. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD (28 hrs. vs. 56 hrs.) nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. A mediated, constructivist and collaborative PD, which sensitizes teachers to individual learning differences, can increase effective teacher beliefs about students. We conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development. 相似文献
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Lynn A. Bryan 《科学教学研究杂志》2003,40(9):835-868
This study, conducted from a constructivist perspective, examined the belief system of a prospective elementary teacher (Barbara) about science teaching and learning as she developed professional knowledge within the context of reflective science teacher education. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs. Her foundational beliefs concerned (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. Her dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in lifelong science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well grounded in experience, embraced a hands‐on approach and predominantly guided her vision of practice. The findings accentuate the complexity and nestedness of teachers' belief systems and underscore the significance of identifying prospective teachers' beliefs, espoused and enacted, for designing teacher preparation programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 835–868, 2003 相似文献
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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
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Peter Aubusson 《Research in Science Education》1994,24(1):21-30
This paper reports on a study of the mismatch between science teachers' stated purposes and their actual teaching of science
in a secondary school. Factors affecting teachers' practices include their personal beliefs about teaching, learning and the
purposes of science education, the school program and the school culture.
Specializations: science and technology education, professional development. 相似文献
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Pamela Roberts 《Teaching in Higher Education》2013,18(5):542-555
This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes. 相似文献
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Barnes Laura L. B. Bull Kay S. Campbell N. Jo Perry Katye M. 《Research in higher education》2001,42(4):455-467
Prior research reveals that differential grading patterns exist among the academic disciplines. One explanation may lie in discipline-related differences in teaching goals and beliefs about the meaning grades should convey. This study examined the effects of academic discipline and teaching goals on grading beliefs. A national sample (n = 442) of undergraduate teaching faculty provided responded to a survey measuring the importance of various teaching goals and orientations toward norm-referenced or criterion-referenced grading (Frame of Reference), and beliefs about using grades to sort and select students on the basis of achievement (Gatekeeping). Both teaching goals and academic discipline were significantly related to gatekeeping beliefs, but not to beliefs about frames of reference for grading. Higher gatekeeping scores were associated with faculty in the paradigmatic fields and those who emphasized analytic skills and time management. Lower gatekeeping scores were associated with the preparadigmatic disciplines and teaching goals of synthesis and integration and developing respect for others. Faculty who identified their primary teaching role as subject matter oriented were more gatekeeping than those who identified themselves primarily as being student/personal development oriented. 相似文献
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Kirsi Heinonen Päivikki Jääskelä Päivi Häkkinen Hannakaisa Isomäki Raija Hämäläinen 《Journal of Research on Technology in Education》2019,51(2):135-151
Previous research has identified a well-established link between teachers' beliefs and the practical implications of technology-enhanced learning (TEL). Until recently, there have been few studies of teachers' beliefs regarding their own role as developers of TEL in higher education. In this study, 18 university teachers' reflective writings on their role as developers of TEL were analyzed. All the teachers had developed their teaching methods for the instructional use of information and communication technologies (ICT). The findings of qualitative thematic analysis indicated four divergent teachers' roles: (1) active developers, (2) adaptive developers, (3) cautious developers, and (4) reluctant developers. These findings can be used to train teachers in educational change. (Keywords: Teacher beliefs, teacher roles, teaching development, technology-enhanced learning, university teaching, higher education) 相似文献
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Mike U. Smith 《Science & Education》2010,19(6-8):523-538
Scholarship that addresses teaching and learning about evolution has rapidly increased in recent years. This review of that scholarship first addresses the philosophical/epistemological issues that impinge on teaching and learning about evolution, including the proper philosophical goals of evolution instruction; the correlational and possibly causal relationships among knowing, understanding, accepting, and believing; and the factors that affect student understanding, acceptance, and/or belief. Second, I summarize the specific epistemological issues involved, including empiricism, naturalism, philosophical vs methodological materialism, science vs religion as non-overlapping magisteria, and science as a way of knowing. Third, the paper critically reviews the strengths and weaknesses of the research tools available to measure the nature of science, epistemological beliefs, and especially the acceptance of evolution. Based on these findings, further research in these areas, especially study of the factors that cause lack of explanatory coherence as well as replications of studies that promise to explain current confusing findings about the interrelationships among student understanding, acceptance, and belief in evolution, are called for. In addition, this review calls for more longitudinal studies to delineate causal connections as well as improved measurement tools. 相似文献
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Understanding the interaction between internally constructed and externally imposed aspects of the teaching context may be the missing link between calls for school reform and teachers' interpretation and implementation of that reform. Although the context of the local school culture has a profound impact on teachers, there are other external forces that are specifically aimed at influencing teachers' pedagogical and curricular decisions. These externally imposed aspects of context include some of the existing tools of reform, such as national standards, mandated state core curricula, and related criterion‐referenced testing. However, little is known about how these reform tools impact teachers' thinking about science and science teaching or how teachers respond to such tools. This study examined the interactions between individual teachers' beliefs about teaching and learning science in elementary school and the tools of reform that are imposed upon them. Comparative case studies were conducted in which two elementary teachers' science instruction, teaching context, and related beliefs were examined, described, and analyzed. In this study, the teachers' fundamental beliefs about science and what it means to teach and learn science influenced their interpretations of the sometimes contradictory messages of reform as they are represented in the standards, mandated curriculum, and end‐of‐level tests. Suggestions about what these findings mean for needed aspects of teacher professional development are offered. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 396–423, 2007 相似文献
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Jennifer L. Maeng 《Research in Science Education》2017,47(5):1075-1099
This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students’ learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane’s planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students’ different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers. 相似文献
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ABSTRACTScholars have called for new conceptualisations of teachers’ learning that capture the complex, contextualised, and dynamic nature of professional growth. In this article, we describe the Dynamic Systems Model of Role Identity (DSMRI) that portrays teacher learning as inseparable from the complex and dynamic processes by which teachers form their professional identities. The model depicts theoretical and procedural learning about teaching as integrated with other ontological and epistemological beliefs, self-perceptions and self-definitions, purpose and goals in teaching, and perceived action possibilities that constitute the teacher’s professional role identity. After describing the DSMRI, we demonstrate its application with an instrumental case of a science teacher who participated in a professional development (PD) institute designed to foster learning and motivation for implementing student-centred, inquiry-based instruction. DSMRI-guided analysis of pre-, mid-, and post-institute interviews highlighted the role of pre-PD role identities of learner and teacher in the teacher’s PD experiences, which, in turn, fostered both new alignments and new tensions in the teacher’s role identity that promoted an overall change towards a more student-centred teacher role identity. The article demonstrates the utility of the DSMRI for conceptualising teachers’ learning as contextualised and dynamic identity formation processes. 相似文献
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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