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Dissertations / Theses on the topic 'Science teachers' beliefs'

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Published: 4 June 2021

Last updated: 13 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Silva, Pimentel Diane H. "Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2927.

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Thesis advisor: Katherine L. McNeill<br>Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse. This dissertation explores what factors may be influencing the approach that both teachers and students take towards whole-class discussions in order to understand why the type of talk that occurs in high school

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12

Ozturk, Nilay. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613705/index.pdf.

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The aims of the present study were to investigate the relationship among preservice science teachers&rsquo<br>informal reasoning regarding nuclear power plant construction, epistemological beliefs and metacognitive awareness. Throughout 2010-2011 fall and spring semesters, a total of 674 pre-service science teachers participated in the study. Data were collected through Schommer&rsquo<br>s Epistemological Questionnaire, Metacognitive Awareness Inventory, and Open-ended Questionnaire Assessing Informal Reasoning regarding Nuclear Power Usage. MANOVA, correlational analysis, and stepwise multipl

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13

Uludag, Nazan. "Teaching for understanding exploring preservice science teachers' beliefs and practices /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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14

Vaughan, William S. "Investigation of preservice science and mathematics teachers' beliefs about the nature of science /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202678776226.

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15

Farrow, Katy. "The relationship of science teachers' beliefs to their classroom strategies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/MQ42613.pdf.

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16

Tarmo, Albert. "Science teachers' beliefs and teaching practices in Tanzanian secondary schools." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/74620/.

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Recent attempts to improve science teaching and learning in Tanzania required teachers to adopt a learner-centred pedagogy. Although researchers widely acknowledge a lack of sustained success in science teachers' adoption of learner-centred pedagogy, the reasons for teachers' reluctance to adopt learner-centred pedagogy remain debated. Various contextual constraints, including resource shortages, overcrowded classrooms, ineffective teacher education, and high-stakes exams, render learner-centred pedagogy unsuccessful. However, in the Tanzanian context, teacher educators and researchers seem to

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17

Brand, Brenda R. "Influence of Pre-service Teachers' Beliefs about Diversity on Science Teaching and Learning." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30460.

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The influences of the background experiences of five pre-service Science teachers on their beliefs about diversity were the focus for this study. These individuals were followed throughout their teacher preparation program. The data for this study consisted of interviews, conducted before and after entering the field. Data also consisted of any relevant written assignments. The data for this study were analyzed according to emerging themes, depicting initial beliefs and any changes in the beliefs occurring over time. The results of this study were organized into vignettes, telling each sto

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18

Wilcox, Dawn Renee. "Project science inquiry an exploration of elementary teachers' beliefs and perceptions about science teaching and learning /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3078.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 868. Thesis director: Anastasia P. Samaras. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 856-867). Also issued in print.

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19

Markic, Silvija [Verfasser]. "Studies on Freshman Science Student Teachers' Beliefs about Science Teaching and Learning / Silvija Markic." Aachen : Shaker, 2008. http://d-nb.info/1162792167/34.

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20

Nyirenda, Euginia Mukhala. "Zambian Secondary School Pre-service science Teachers' Pedagogical Orientations and Beliefs about science Teaching." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1711.

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The purpose of this explanatory sequential mixed methods study was fourfold: examine the pre-service science teachers' pedagogical orientations about science teaching; examine the pre-service science teachers' beliefs about science teaching; establish the extent to which the pre-service science teachers' pedagogical orientations correlate with their beliefs; and establish factors that shape the pedagogical orientations and beliefs of pre-service science teachers. A sample comprised 140 secondary school pre-service science teachers at three universities in Zambia. There were 102 males and 38 fe

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21

Huling, Milton David. "The Effect of Teachers' Epistemological Beliefs on Practice." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5044.

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Unfortunately, for the most part, teachers do not teach the Nature of Science (NOS). Even when teachers have adequate NOS knowledge, their knowledge still does not make its way into practice. While there are various reasons for this happening, this study has isolated other, more typical, constraints to teaching in order to look more closely at the influence of personal epistemological beliefs, understandings of NOS, and their effects on practice. In an effort to minimize typical constraints of time for the teaching of NOS, a sixth grade physical science course was chosen as a way to minimize t

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22

Adibelli, Elif. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.

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The main purpose of this study was to determine preservice science teachers&rsquo<br>(PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled &ldquo<br>Laboratory Applications in Science and Environmental Education&rdquo<br>in the fall semester of 2008-2009 at a public university, in Ankara. The

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23

Kaya, Fatma. "HOW A SCIENCE METHODS COURSE CHANGES SECONDARY PRESERVICE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS ABOUT SCIENCE AND ENGINEERING PRACTICES." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594471533162242.

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24

Sacici, Semra. "The Interrelation Between Pre-service Science Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615392/index.pdf.

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This study examined preservice science teachers&rsquo<br>conceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers&rsquo<br>conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected

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25

Isbilir, Erdinc. "Investigation Of Pre-service Science Teachers&#039." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612456/index.pdf.

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The purpose of this study was to investigate pre-service science teachers&rsquo<br>(PST) quality of written argumentations about socio-scientific issues in an online discussion environment in relation to their epistemic beliefs and argumentativeness. A total of 30 pre-service elementary science teachers who will teach elementary school science from 6th through 8th grade students after graduation voluntarily participated in this study. The sample was chosen by purposive and convenience sampling from the PSTs registered for the course named &ldquo<br>Science, Technology, and Society&rdquo<br>in

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26

Cooper, Teo O. H. "Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1779.

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The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretic

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27

Savasci, Funda. "Science teacher beliefs and classroom practices related to constructivist teaching and learning." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155698739.

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28

Hoover, Barbara Grambo. "Five male preservice elementary teachers their understandings, beliefs and practice regarding science teaching /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1679.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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29

Feldman, Carmia Suzannah. "Teacher beliefs and teaching with computers : believe it or not : a case study of the role beliefs play in three middle school teachers' use of computers in teaching science /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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30

Gatling, Anne Pfitzner. "Investigating the impact of field verses university-based science methods on preservice teachers' belief and abilities to design inquiry-based science instruction for diverse learners." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1163.

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Thesis advisor: Michael G. Barnett<br>Elementary science instruction and teacher preparation need improvement for various reasons: 1) preservice teachers lack opportunities to experience (Windschitl, 2003) or observe (Smith, 1999) inquiry science, 2) pre-service teachers have even fewer opportunities to practice teaching science in a classroom settings (Hewson, Tabachnick, Zeichner, & Lemberger, 1999); and 3) methods courses and field experiences fail to provide proper scaffolding and support for science teaching (Crawford, 1999). One way to improve preservice teacher growth and understand

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31

Mitchell, Adam James. "Assessing Scientific Inquiry: Teacher Beliefs and Practices." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2521.

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Science education reform movements have long urged the use of inquiry methods in all science instruction. More recently, standards and accountability reform efforts have emphasized measuring and improving student science achievement. Researchers have questioned the alignment and balance between these reforms (Lane, 2004; Yeh, 2001). This study addresses issues faced by secondary science teachers as they simultaneously meet the goals of these reform movements. Mixed methods were used to answer the questions: 1) Can a teacher's beliefs and practices regarding inquiry teaching methods be correlat

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32

Lee, Oi-lan Anna, and 李愛蘭. "A study of the beliefs of science and non-science student teachers of a college of education on teaching primary science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957225.

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33

Friel, Lindsay Susan. "The Effects the Professional Development Program Entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on Teacher Self-Efficacy Beliefs." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1214231562.

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34

Diana, Thomas Joseph Jr. "A study of the influence of a researched-based rationale on science teachers' beliefs and practices across key stages of teacher development." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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35

Edmonds, J. S. "The beliefs, practices and developments of three teachers of science in the primary school." Thesis, University of the West of England, Bristol, 2019. http://eprints.uwe.ac.uk/39059/.

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This thesis explores the beliefs of three teachers about effective primary science practice, and the ways these develop in the context of a climate where there are few school resources for primary science training. The research proposes a new theoretical model combining Lave and Wenger's communities of practice (1991) with Bourdieu's science capital social theory (2004) to explore the impact of science knowledge, culture and science social contacts on the development of beliefs about science, science teaching and the teachers' position and agency in the school to enable learning from others. A

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36

Hallett, Rachel. "SCIENCE TEACHERS' BELIEFS CONCERNING REFORM POLICIES: COMPARISONS BASED ON GRADE LEVEL, ACHIEVEMENT HISTORY, AND SOCIOECONOM." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3440.

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In an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach, teachers in grades 3-8 were asked to complete two instruments which gauged their beliefs regarding the Ne

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37

Lange, Alissa A., and Q. Tian. "Changing Preschool Teachers’ Attitudes and Beliefs about STEM." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4688.

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38

Friel, Lindsay S. "The effects of the professional development program entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on teacher self-efficacy beliefs." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1214231562.

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39

Keys, Philip Mark. "Primary And Secondary Teachers Shaping The Science Curriculum: The Influence Of Teacher Knowledge." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15920/.

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This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successfu

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40

Cook, Whitt Katahdin Abigail. "A Structural Model of Elementary Teachers' Knowledge, Beliefs, and Practices for Next Generation Science Teaching." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1469091648.

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41

Hsueh, Tung-Guang. "Teachers' beliefs about the role of socially-relevant issue in teaching the nature of science /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158628279.

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42

Kelani, Razacki Raphael E. D. "A professional development study of technology education in science teaching in Benin issues of teacher change and self-efficacy beliefs /." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1238763168.

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Thesis (Ph.D.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Nov. 13, 2009). Advisor: Kenneth Cushner. Keywords: professional development, technology education, self-efficacy-beliefs, teacher change, PCK. Includes bibliographical references (p. 187-210).

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43

Glackin, Melissa. "Teaching science outside the classroom : the role of teachers' beliefs and teacher efficacy during a two-year professional development programme." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/teaching-science-outside-the-classroom-the-role-of-teachers-beliefs-and-teacher-efficacy-during-a-twoyear-professional-development-programme(c274fba5-9e2f-490b-9e27-e3b62867235d).html.

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Teaching outside is an important pedagogical strategy, however it is rare to find a secondary science teacher who uses the technique more than occasionally. This thesis explores the role that science teachers’ beliefs and teacher efficacy have on their pedagogical practice outside the classroom. Furthermore, in the context of a two-year outdoor science professional development programme underpinned by a social constructivist pedagogical framework, the study investigates professional development strategies influential on teachers’ beliefs and teacher efficacy and eventual pedagogical practice.

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44

Sasser, Selena K. "EFFECT OF STRUCTURE IN PROBLEM BASED LEARNING ON SCIENCE TEACHING EFFICACY BELIEFS AND SCIENCE CONTENT KNOWLEDGE OF ELEMENTARY PRESERVICE TEACHERS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/846.

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This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qu

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45

Alatoai, Ataallh. "SAUDI PRESERVICE ELEMENTARY TEACHERS’ ATTITUDES TOWARD TEACHING SCIENCE: EXPLORATION OF COGNITIVE, AFFECTIVE, AND PERCEIVED CONTROL BELIEFS." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1170.

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Science education studies show that many preservice science teachers have negative attitudes toward teaching science, yet they are expected to teach it in an effective manner. Previous studies on preservice science teachers’ attitudes have focused on studying their attitudes toward teaching science as a single concept, yet the literature shows that attitudes should be studied as a psychological construct consisting of cognitive beliefs, affective states, and perceived control beliefs. There is a dearth of research on preservice science teachers’ attitudes toward teaching science. Specificall

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46

Grosshans, Kurt. "Science Teachers' Understanding and Use of Instructional Strategies Within the 4 x 4 Block Schedule." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27876.

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The primary purpose of this research was to investigate how science teachers engaged students under the 4 x 4 block schedule and how the teachersâ understanding of how they used instructional strategies influenced their lessons. As an inquiry-based approach has been adopted by the National Science Standards, research has suggested that block scheduling provides more time for teachers to incorporate varied teaching strategies such as inquiry-based teaching. This research investigated the questions: What instructional strategies do science teachers use to engage students on the 4 x 4 block sch

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47

Maharjan, Ramesh. "Climate change and the importance of empowering citizens : Science teachers' beliefs about educational response in Nepal." Thesis, Linköpings universitet, Tema vatten i natur och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90451.

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Educational response to climate change is one of the measures to prepare people to combat climate change. This thesis explores the lived experiences of secondary Science teachers from Kathmandu Valley on the perception of climate change, the way they handled climate change issues in the classroom setting, the problems and challenges they came across in climate change communication in the classrooms and the relevance of existing secondary Science curriculum in relation to climate change. The thesis is built upon the study of secondary Science curriculum, relevant literature on climate change ed

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48

Kwan, Jenny, and 關幸欣. "Interactive relationships among teachers' intentions, beliefs, pedagogical content knowledge and classroom instruction on the natureof science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46329900.

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49

Lekhu, Motshidisi Anna. "ASSESSING THE TEACHING EFFICACY BELIEFS OF SCIENCE TEACHERS IN SECONDARY SCHOOLS IN THE FREE STATE PROVINCE." Thesis, Bloemfontein: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/245.

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Thesis (D. Phil. (Humanities)) -- Central University of Technology, Free State, 2013<br>The purpose of this study was to assess the science teaching efficacy of the Physical Science teachers in the secondary schools of the Free State province of the Republic of South Africa. Quantitative and qualitative methods were employed to gather data for this study. It was aimed at determining the effect of the demographic factors and the teachers’ level of preparedness regarding content knowledge and assessment skills on science teaching efficacy. The sample consisted of 190 Physical Science teachers. T

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50

Mendenhall, Melissa P. "Sixth-Grade Elementary and Seventh- and Eighth-Grade Middle School Teachers' Knowledge and Beliefs About Science Literacy." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7317.

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The purpose of this qualitative study was to explore Grades 6-8 teachers<'> knowledge and beliefs about science literacy and instruction that develops science literacy, in both the fundamental and derived senses. All Grade 6 elementary teachers and Grades 7-8 middle school science teachers from five school districts in the Mountain West region of the U.S. were invited to participate by responding to an online survey consisting of open response questions and critical instances. Data were analyzed using an immersion style of coding. Findings suggest a majority of teachers view literacy as readin

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