Relevant bibliographies by topics / Science teachers' beliefs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Science teachers' beliefs'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Science teachers' beliefs"

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Tatar, Nilgün. "PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING." Journal of Baltic Science Education 14, no. 1 (2015): 34–44. http://dx.doi.org/10.33225/jbse/15.14.34.

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This study examines pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. Ho
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Uçar, Murat Berat, and Elvan Sahin. "Preservice Science Teachers' Discrimination Level of Science and Pseudoscience." Science Education International 29, no. 4 (2018): 267–73. http://dx.doi.org/10.33828/sei.v29.i4.9.

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This quantitative study aimed to examine Turkish pre-service science teachers’ beliefs regarding the demarcating between science and pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science teachers were examined based on the dimensions of the instrument, namely science as a process of inquiry (SCI), demarcating between science and pseudoscience, and pseudoscientific beliefs (PS). This study found that these pre-service science teachers generally did not hold strong beliefs on distinguishing science and pseudoscience
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Ilhan, Nail, Zeynel Abidin Yilmaz, and Hülya Dede. "ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY." Journal of Baltic Science Education 14, no. 2 (2015): 183–93. http://dx.doi.org/10.33225/jbse/15.14.183.

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One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted acco
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Chan, Sane Hwui, and Yoon Fah Lay. "EXAMINING THE RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS USING PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING (PLS-SEM)." Journal of Baltic Science Education 17, no. 2 (2018): 239–51. http://dx.doi.org/10.33225/jbse/18.17.239.

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Understanding teacher’s behavioural intention in teaching science becomes a foundation to improve teacher education programme. Prior to the evaluation of the interrelation between teacher self-efficacy beliefs, teaching motivation, attitudes towards teaching science, and behavioural intention in teaching science, this research examines the reliability and validity of instruments used to measure the constructs. ‘Science Teaching Efficacy Belief Instrument-Form B’ (STEBI-B) was used to measure pre-service science teachers’ self-efficacy beliefs. ‘Work Tasks Motivation Scale for Teachers’ (WTMST)
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Yakar, Zeha, and Duygu Turgut. "Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs." International Education Studies 10, no. 6 (2017): 36. http://dx.doi.org/10.5539/ies.v10n6p36.

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Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers’ beliefs is important. It is also critical to study teachers’ beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers’ beliefs about learning and teaching have been analyzed. Teachers’ Beliefs Interview (TBI) has been used for determining the development of preservice science teachers’ beliefs about learning and teaching. At the end of the study, it was determined that through microteaching with lesson
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Alfaro Víquez, Helen, and Jorma Joutsenlahti. "Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators." Education Sciences 11, no. 2 (2021): 70. http://dx.doi.org/10.3390/educsci11020070.

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Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers’ beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa R
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Maseko, Bob, and Hlologelo Climant Khoza. "EXPLORING IN-SERVICE SCIENCE TEACHERS’ BELIEFS ABOUT GOALS OR PURPOSES OF SCIENCE TEACHING." Journal of Baltic Science Education 20, no. 3 (2021): 456–70. http://dx.doi.org/10.33225/jbse/21.20.456.

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Research indicates that teachers’ beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers’ self-reported and enacted goals or purpose of science teach
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Kingir, Sevgi, Bilge Gok, and Ahmet Selman Bozkir. "EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING." Journal of Baltic Science Education 19, no. 5 (2020): 804–23. http://dx.doi.org/10.33225/jbse/20.19.804.

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Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers’ performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Parti
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Thomson, Margareta Maria, and John L. Nietfeld. "Knowledge, Monitoring, and Beliefs: A Comparative Analysis among Preservice Teachers from Three Different STEM-focused Programs." Journal of Interdisciplinary Teacher Leadership 1, no. 2 (2017): 19–27. http://dx.doi.org/10.46767/kfp.2016-0009.

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In the current study, we investigated how preservice teachers (N = 242) from three different teacher-training programs with a STEM focus, namely the Elementary Education (ELM), Science Education, and Mathematics Education, compare with respect to science content knowledge, metacognitive monitoring, and their belief system. Findings revealed that the ELM preservice teachers reported higher levels of science reformed beliefs (e.g., constructivist instruction), but low science content knowledge and teaching efficacy beliefs. Alternatively, Science Education students exhibited the highest levels o
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Memnun, Dilek Sezgin, Recai Akkaya, and Guney Hacıomeroglu. "The Effect Of Prospective Teachers Problem Solving Beliefs On Self-Efficacy Beliefs About Mathematical Literacy." Journal of College Teaching & Learning (TLC) 9, no. 4 (2012): 289–98. http://dx.doi.org/10.19030/tlc.v9i4.7299.

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This study examines prospective teachers beliefs in their own abilities and effectiveness to impart mathematical literacy to their students, their beliefs about mathematical problem solving, and the relationship between these two belief systems. A total of 567 prospective teachers, majoring in mathematics, science and elementary teacher education programs volunteered to participate in the study. The Self-Efficacy Beliefs Scale about Mathematical Literacy and the Beliefs about Mathematical Problem solving instruments were administered to prospective teachers. Results of the study revealed that
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Dissertations / Theses on the topic "Science teachers' beliefs"

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Sunger, Mustafa. "An Analysis Of Efficacy Beliefs, Epistemological Beliefs And Attitudes Towards Science In Preservice Elementary Science Teachers And Secondary Science Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608601/index.pdf.

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The purpose of the study was to analyze preservice science teachers at elementary science teaching and secondary science teaching with respect to their self efficacy beliefs, epistemological beliefs, and attitudes towards science teaching. Preservice elementary science teachers and preservice secondary science teachers who enrolled in Middle East Technical University in Ankara were the sample of this study. Participants of this study were third grade of preservice elementary science teachers and preservice secondary science teachers. The instruments which are, efficacy beliefs, epistemological
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Lloyd, Sharon Henry. "Preschool Teachers' Attitudes and Beliefs Toward Science." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3175.

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In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of
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Soldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.

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Ponnock, H. Annette Roché. "Science Teachers' Epistemic Cognition in Instructional Decision Making." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/465212.

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Educational Psychology<br>Ph.D.<br>One understudied barrier to science education reform concerns teachers’ cognitive processes and how they relate to instructional decision-making. Epistemic cognition—teachers’ beliefs about knowledge and knowledge acquisition and goals for their students’ knowledge acquisition—could provide important insights into the choices science teachers make in the classroom and why they might and might not adopt different instructional practices. Previous research has found mixed results regarding the relationship between beliefs and practice. Uniquely, science teacher
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Bisogno, Janet L. "College science teachers' inquiry beliefs and practices in the science classroom." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4847.

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Lecture was the primary instruction in the science classroom, and the labs were scripted and shown to be "cookbook" with little or no evidence of inquiry noted in the labs obtained. There was more evidence of inquiry at the private four-year college and community college than at the large research institution; what was observed in the classroom mirrored what the professors believed about inquiry. There was a difference in the beliefs between institutions with the professors at the research institution holding an incomplete view of inquiry while the professors at the private college and communi
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Lockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.

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Angulo, Jamie Michelle. "Teacher beliefs about the teaching and learning of science." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1610.

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Markic, Silvija. "Studies on freshman science student teachers' beliefs about science teaching and learning /." Aachen : Shaker, 2008. http://d-nb.info/989122948/04.

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Assiri, Yahya Ibrahim. "Science Teachers' Knowledge, Beliefs, Values, and Concerns of Teaching through Inquiry." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1296.

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ABSTRACT OF THE DISSERTATION OF Yahya Assiri, for the Doctor of Philosophy degree in Curriculum and Instruction, presented on August 19th, 2016, at Southern Illinois University Carbondale. TITLE: SCIENCE TEACHERS’ KNOWLEDGE, BELIEFS, VALUES, AND CONCERNS OF TEACHING THROUGH INQUIRY MAJOR PROFESSOR: Dr. D. John McIntyre, Professor Emeritus of Curriculum and Instruction, Ed.D., Southern Illinois University Carbondale, Department of Curriculum and Instruction. This study investigated elementary science teachers’ knowledge, beliefs, values, and concerns of teaching through inquiry. A
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Kerr, Patricia Reda. "Design and validation of a standards-based science teacher efficacy instrument." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155806476.

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Books on the topic "Science teachers' beliefs"

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Evans, Robert, Julie Luft, Charlene Czerniak, and Celestine Pea, eds. The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1.

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Kaufmann, Weinberg Aryeh, ed. Religious beliefs & behavior of college faculty. Institute for Jewish & Community Research, 2007.

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Evans, Robert H., Charlene M. Czerniak, Julie A. Luft, and Celestine H. Pea. Role of Science Teachers' Beliefs in International Classrooms: From Teacher Actions to Student Learning. BRILL, 2014.

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Kristin, Nagy, and Educational Resources Information Center (U.S.), eds. Changes in science teachers' practice & beliefs: Progress toward implementing standards-based reforms. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1999.

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Cantu, D. Antonio. An Investigation of the Relationship Between Social Studies Teachers' Beliefs and Practice (Mellen Studies in Education). Edwin Mellen Press, 2001.

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Barrett, Sarah Elizabeth. Teacher candidates' beliefs about including socioscientific issues in physics and chemistry. 2007.

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Fazio, Xavier Eric. Exploring teachers' beliefs and knowledge about scientific inquiry and the nature of science: A collaborative action research project. 2005.

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Hannaford, Marion Elaine. The relationship of teachers' pedagogical beliefs and knowledge of computer applications to the use of microcomputers in the science classroom. 1991.

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Josh, Diem, and Helfenbein Robert J, eds. Unsettling beliefs: Teaching theory to teachers. IAP/Information Age Pub., 2008.

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Poole, Michael, Adrian Brown, and Sue Hookway. God Talk, Science Talk: A Teacher's Guide to Science & Belief. Lion, 1997.

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Book chapters on the topic "Science teachers' beliefs"

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Shroyer, Gail, Iris Riggs, and Larry Enochs. "Measurement of Science Teachers’ Efficacy Beliefs." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_7.

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Blonder, Ron, Naama Benny, and M. Gail Jones. "Teaching Self-Efficacy of Science Teachers." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_1.

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Vázquez-Alonso, Ángel, and María-Antonia Manassero-Mas. "Science Teachers’ Beliefs about Nature of Science and Science-Technology-Society Issues." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_13.

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Al-Balushi, Sulaiman, and Abdullah Ambusaidi. "Using Drawing to Reveal Science Teachers’ Beliefs about Science Teaching." In Drawing for Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-875-4_16.

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Barrett, Sarah Elizabeth. "Becoming an Activist Science Teacher." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_10.

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Watters, James J. "Challenges of Elementary Science Teaching." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_14.

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Luft, Julie A., and Sissy S. Wong. "Connecting Teacher Beliefs Research and Policy." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_9.

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Evans, Robert H. "Cultural Effects on Self-Efficacy Beliefs." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_3.

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Nargrund-Joshi, Vanashri, Meredith Park Rogers, and Heidi Wiebke. "Examining Science Teachers’ Orientations in an Era of Reform." In The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_11.

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Mansour, Nasser. "Science Teachers’ Cultural Beliefs and Diversities: A Sociocultural Perspective to Science Education." In Science Education for Diversity. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4563-6_10.

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Conference papers on the topic "Science teachers' beliefs"

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Alyafei, Alshaima Saleh. "Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0278.

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The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA a
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Nawanidbumrung, Witchayada, and Sara Samiphak. "Action research: Science teachers’ beliefs about teaching and learning science." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5093999.

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Uzuntiryaki-Kondakci, Esen, Zubeyde Demet Kirbulut, Ozlem Oktay, and Esra Sarici. "CONTRIBUTION OF SCIENCE TEACHERS’ EFFICACY BELIEFS TO THEIR EMOTIONS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1799.

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Zou, Bing-jie, and Rachelle Kisst Hackett. "Shanghai Preschool Teachers’ Developmentally Appropriate Beliefs and Practices." In 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.009.

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Baffa Lourenço, Ariane, Salete Linhares Queiroz, and Armin Weinberger. "PRE-SERVICE CHEMISTRY TEACHERS´ BELIEFS ABOUT ARGUMENTATION AND ARGUMENTATIVE PRACTICE." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.14.

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The purpose of this research was to gain an understanding of pre-service chemistry teachers’ beliefs about argumentation and argumentative practice in the context of school after they have participated in intentional argumentation training. A month after completing their training, the researchers conducted interviews with them and analyzed the responses using the content analysis method in which there are a de-contextualisation, re-contextualisation, categorization, and compilation of information. The results show that pre-service chemistry teachers´ beliefs about argumentative practice are in
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Beaudreau, Bernard. "PRE-SERVICE CLASSROOM TEACHERS' SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND ATTITUDES TOWARD SCIENCE." In IISES Annual Conference, Sevilla, Spain. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.035.005.

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Conner, AnnaMarie, Claire Miller, Jenna Menke, and Yuling Zhuang. "Elementary teachers’ beliefs about teaching mathematics and science: Implications for Argumentation." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-321.

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Relela, Mokgadi, and Lydia Mavuru. "LIFE SCIENCES TEACHERS’ CONCEPTIONS ABOUT SOCIOSCIENTIFIC ISSUES IN THE TOPIC EVOLUTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end009.

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The goal of science education is emphatically positioned on promoting science literacy. The rationale is learners should not only learn about scientific knowledge and processes but also on how to apply the knowledge when making decisions about heterogenous societal and personal issues. Previous research has indicated that by addressing socioscientific issues (SSIs) when teaching controversial science topics, it provides a suitable context for developing scientific literacy in learners. Scientifically literate learners are well-informed citizens with regards to the social, ethical, economic, an
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Nurhayati, Nunung, Obay Jambari, Berita Mambarasi Nehe, Habib Cahyono, Puji Siswanto, and Arief Styo Nugroho. "EFL Teachers’ Beliefs and Practices About Learner Autonomy." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.025.

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Sondlo, Aviwe, and Umesh Ramnarain. "THE FACTORS INFLUENCING THE PEDAGOGICAL ORIENTATIONS OF THE FINAL YEAR PHYSICAL SCIENCES PRE-SERVICE TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end106.

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Almost all pre-service teachers enter the profession of education with a strong belief that their efforts will make a positive contribution to society and the lives of individual learners. The statement above can be achieved or not achieved depending on different factors influencing pre-service teachers’ pedagogies. The purpose of this study was to establish and explain factors influencing Physical Sciences pre-service teachers’ pedagogical orientations. ‘Orientation’ refers to teachers’ knowledge and beliefs about teaching sciences. There are various classifications of pedagogical orientation
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Reports on the topic "Science teachers' beliefs"

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Scannell, Stephen. Next Generation Science Standards and Physics First: A Case Study of High School Teachers' Beliefs and Practices. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6878.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which reve
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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes.
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