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Journal articles on the topic 'Science teachers' beliefs'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

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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Wolf-Watz, Margareta. "Student Teachers' Beliefs about Science." Journal of In-Service Education 26, no. 2 (2000): 403–13. http://dx.doi.org/10.1080/13674580000200122.

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Wang, Jingying, Mingyue Yang, Beibei Lv, Feixiong Zhang, Yonghe Zheng, and Yihong Sun. "INFLUENCING FACTORS OF 10th GRADE STUDENTS’ SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL." Journal of Baltic Science Education 19, no. 4 (2020): 675–86. http://dx.doi.org/10.33225/jbse/20.19.675.

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Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students’ science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents’ support can directly predict students' expectations of science careers; 2) the effect of studen

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Kırmızıgul, Aslı Saylan, and Oktay Bektas. "Investigation of Pre-service Science Teachers’ Epistemological Beliefs." Cypriot Journal of Educational Sciences 14, no. 1 (2019): 146–57. http://dx.doi.org/10.18844/cjes.v14i1.3759.

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The study aims to determine pre-service science teachers’ epistemological beliefs. For this purpose, the research was carried out with the participation of five fourth grade pre-service science teachers enrolled at the education faculty of a university in Kayseri during the 2014-2015 spring semester. Phenomenology design was used and a semi-structured interview including 13 items was conducted for the data collection. The qualitative data were analyzed via content analysis by developing codes and themes based on the five epistemological belief categories. According to the findings, the pre-ser

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Mansour, Nasser. "Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education." International Journal of Physics & Chemistry Education 2, no. 2 (2010): 123–57. http://dx.doi.org/10.51724/ijpce.v2i2.187.

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Research supports the idea that teachers are crucial change agents in educational reform and that teachers’ beliefs are precursors to change. This study investigates Egyptian science teachers’ beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students’ roles within teaching and learning science through STS and concerning teachi

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Yildiz, Cemalettin. "An Examination of Understandings of Prospective Teachers About Science and Science History." Journal of Education and Training Studies 6, no. 6 (2018): 48. http://dx.doi.org/10.11114/jets.v6i6.3012.

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The purpose of this study was to reveal beliefs of prospective teachers about “science” and “science history”. The qualitative research approach was employed in the study. The study group consisted of 150 prospective teachers. A form developed by the researcher was used for data collection. The form consisted of open-ended questions. The data was analyzed using the content analysis method. As a result of the study, it was found that the prospective teachers explained science and science history mostly with the procedural understanding dimension. It was also found that the prospective teachers

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Yıldız, Hatice, and Mustafa Akdağ. "The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief." Journal of Education and Training Studies 5, no. 12 (2017): 30. http://dx.doi.org/10.11114/jets.v5i12.2662.

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The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers’ metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs In

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Worch, Eric A., Emilio Duran, and Lena B. Duran. "An Analysis of Elementary Science Teachers’ Beliefs Regarding Inquiry Science Teaching." World Journal of Educational Research 3, no. 1 (2016): 182. http://dx.doi.org/10.22158/wjer.v3n1p182.

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<p><em>The National Science Teachers Association (2015) recommends that teachers experience science as inquiry as a part of their teacher preparation; however, what assistance can be provided to practicing teachers? This paper describes the results of a professional development program in inquiry science teaching for third through sixth grade teachers and its effects on the participants’ beliefs about the teaching of science. Qualitative data were collected using reflections written by the teachers at the end of the program, lesson summaries completed throughout the program, and ob

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Thomas, Almut E. "Gender Differences in Students’ Physical Science Motivation." American Educational Research Journal 54, no. 1 (2016): 35–58. http://dx.doi.org/10.3102/0002831216682223.

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Implicit stereotypes associating science with male might play a role in the development of gender differences in students’ motivations for physical science. Particularly, the stereotypes of influential adults may induce students’ regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science. Results showed that teachers’ implicit science-is-male stereotypes are positively relate

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Kaplan, Aysun Oztuna, and Esra Macaroglu Akgul. "Prospective elemantary science teachers’ epistemological beliefs." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2529–33. http://dx.doi.org/10.1016/j.sbspro.2009.01.446.

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Cheung, Derek, and Pun-Hon Ng. "Science teachers' beliefs about curriculum design." Research in Science Education 30, no. 4 (2000): 357–75. http://dx.doi.org/10.1007/bf02461556.

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Bjønness, Birgitte, and Erik Knain. "A science teacher’s complex beliefs about nature of scientific inquiry." Nordic Studies in Science Education 14, no. 1 (2018): 54–67. http://dx.doi.org/10.5617/nordina.2676.

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One major concern relating to teaching scientific inquiry is that many teachers show epistemologically naive beliefs about nature of science (NOS). In this study, we use in-depth interviews to identify an upper secondary science teacher’s beliefs about NOS and scientific inquiry in school. We found that what seemed to be a teacher’s positivist position was embedded in broader concerns regarding pedagogical considerations and personal engagement relating to the students. This broader ecology of a teacher’s beliefs enabled us to understand why positivist epistemology and related myths concerning

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du Plessis, André. "STUDENT-TEACHERS’ PEDAGOGICAL BELIEFS: LEARNER-CENTRED OR TEACHER-CENTRED WHEN USING ICT IN THE SCIENCE CLASSROOM?" Journal of Baltic Science Education 15, no. 2 (2016): 140–58. http://dx.doi.org/10.33225/jbse/16.15.140.

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This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system (TBS) tool, drawing prompts that led to individual interviews, an open-ended questionnaire, lesson plans and assessment feedback forms, short summaries of how they used the ICT resources and feedback from the method lecturer and an appointed mentor te

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Özyılmaz, Güzin. "Beliefs of preschool teacher candidates about the nature of science." African Educational Research Journal 8, no. 4 (2020): 774–83. http://dx.doi.org/10.30918/aerj.84.20.173.

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The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science

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Ozfidan, Burhan, Baki Cavlazoglu, Lynn Burlbaw, and Hasan Aydin. "Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers." Journal of Education and Learning 6, no. 3 (2017): 23. http://dx.doi.org/10.5539/jel.v6n3p23.

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Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to

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Dede, Hulya, Zeynel Abidin Yilmaz, and Nail Ilhan. "Investigation of the Self-efficacy Beliefs of Pre-service Science Teachers in Terms of Following and Using the Innovations in the Field of Education." Journal of Education and Training Studies 5, no. 2 (2017): 21. http://dx.doi.org/10.11114/jets.v5i2.2025.

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One of the factors influencing teachers’ and pre-service teachers’ self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers’ science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group

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Sansone, Dario. "Teacher Characteristics, Student Beliefs, and the Gender Gap in STEM Fields." Educational Evaluation and Policy Analysis 41, no. 2 (2018): 127–44. http://dx.doi.org/10.3102/0162373718819830.

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This article uses data from the U.S. High School Longitudinal Study of 2009 to investigate the relationship between high school students’ beliefs about female abilities in math and science and their teacher gender, beliefs, and classroom behaviors. Estimates are obtained by comparing the same ninth graders between math and science classes, thus controlling for student fixed effects. Students were less likely to believe that men were better than women in math or science when assigned to female teachers or to teachers who valued and listened to ideas from their students. The empirical analysis a

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Baydar, Aşkın. "Epistemological Beliefs of Preservice Teachers." Higher Education Studies 10, no. 3 (2020): 44. http://dx.doi.org/10.5539/hes.v10n3p44.

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This study examined the epistemological beliefs of preservice teachers, from na&iuml;ve to sophisticated, from five different departments of the faculty of education in a Turkish university. By using the adapted form of the Schommer Epistemological Questionnaire, social studies, science, Turkish, mathematics, and classroom preservice teachers were surveyed and their epistemological belief levels were determined in terms of department and gender variables. Epistemological beliefs were examined in three dimensions: beliefs that pertain to learning depending on effort, beliefs that pertain to

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Bayraktar, Şule. "Pre-service Primary School Teachers’ Scientific Epistemological Beliefs and Attitudes toward Science: Is there a Relationship?" World Journal of Education 9, no. 6 (2019): 83. http://dx.doi.org/10.5430/wje.v9n6p83.

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The purpose of this study was to examine pre-service primary school teachers’ scientific epistemological beliefs and attitudes toward science. The study also investigated whether there was a relationship between epistemological beliefs and attitudes toward science. Sample of the study consisted of 90 students pursuing their third year in primary teacher education at Giresun University, which is located in northeastern part of Turkey. Data for the study were collected through the use of the Scientific Epistemological Beliefs Scale and the Attitudes toward Science Scale. Means, t-test, and corre

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Bahcivan, Eralp. "EXAMINING RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF TEACHING AND LEARNING, SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND SCIENCE TEACHING EFFICACY BELIEFS." Journal of Baltic Science Education 13, no. 6 (2014): 870–82. http://dx.doi.org/10.33225/jbse/14.13.870.

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This study was conducted to examine the relationships among pre-service science teachers’ (PSTs’) teaching and learning conceptions, scientific epistemological beliefs and science teaching efficacy beliefs. 310 Turkish PSTs from different regions of the country participated in the study. Three different instruments were validated by confirmatory factor analyses. Structural equation modeling analyses revealed that participants’ constructivist conceptions of teaching and learning promoted sophisticated science related epistemologies. Sophisticated epistemologies, to some extent, also contributed

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Daugbjerg, Peer S., Lars Brian Krogh, and Charlotte Ormstrup. "Teachers´ challenges with new interdisciplinary science in Denmark." Nordic Studies in Science Education 14, no. 2 (2018): 203–20. http://dx.doi.org/10.5617/nordina.6193.

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In Denmark, a new interdisciplinary agenda has been invented across the science subjects in lower secondary school. Interdisciplinary integration around six major problem-based teaching sequences in grades 7-9 has been made mandatory, and a new interdisciplinary oral end examination has been devised. The new examination format was piloted with volunteering teachers/classes during spring 2016 end examination. The present study captures teacher challenges facing and implementing the new interdisciplinary agenda in its pilot-year, including the end examination. Empirically, we have surveyed inter

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Heuckmann, Benedikt, Marcus Hammann, and Roman Asshoff. "Advantages and Disadvantages of Modeling Beliefs by Single Item and Scale Models in the Context of the Theory of Planned Behavior." Education Sciences 9, no. 4 (2019): 268. http://dx.doi.org/10.3390/educsci9040268.

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Teachers’ beliefs about science teaching vary greatly. To analyze the relationships between teachers’ beliefs and other variables related to teaching and learning, researchers can use the following two options: single item belief models or belief scales. In this study, we compared both models in the context of teachers’ beliefs regarding teaching about cancer. Although both models exhibited a good model fit, each approach had both advantages and disadvantages when we judged the modelling approaches in terms of fulfilling the requirements of common psychometric standards and adequately acknowle

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Gray, Susan, and Gillian Ward. "Critical elements in teacher collaboration to bring about change in bringing an English language focus to science teaching." Teachers' Work 16, no. 1 & 2 (2019): 48–63. http://dx.doi.org/10.24135/teacherswork.v16i1and2.286.

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Peer learning offers powerful spaces for teachers to reconsider beliefs and change practice. Although productive teacher collaborations have been identified, there are few descriptive accounts explaining the detail of these collaborations and specifying conditions that enabled teachers to learn from each other. This article explores the ways in which two secondary school science teachers used the framework of an action research project to take a language focus in the teaching of science. This joint work involving devising, implementing and evaluating a work plan, enabled them to challenge thei

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Kousa, Päivi, Maija Aksela, and Vesna Ferk Savec. "PRE-SERVICE TEACHERS´ BELIEFS ABOUT THE BENEFITS AND CHALLENGES OF STSE BASED SCHOOL-INDUSTRY COLLABORATION AND PRACTICES IN SCIENCE EDUCATION." Journal of Baltic Science Education 17, no. 6 (2018): 1034–45. http://dx.doi.org/10.33225/jbse/18.17.1034.

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School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers´ negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this case-study, 42 Finnish and Slovenian pre-service teachers´ STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were mor

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Pomeroy, Deborah. "Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers." Science Education 77, no. 3 (1993): 261–78. http://dx.doi.org/10.1002/sce.3730770302.

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Muhtarom, Muhtarom, Dwi Juniati, Tatag Yuli Eko Siswono, and Ismi Rahmatika. "Teachers’ and students’ beliefs in mathematics at State Senior High School 5 Semarang." Jurnal Riset Pendidikan Matematika 5, no. 1 (2018): 64. http://dx.doi.org/10.21831/jrpm.v5i1.18734.

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The aim of this research was to discover the relationship between teachers’ and students’ beliefs in mathematics. The sample consisted of two mathematics teachers, twenty eight students from 10th grade natural science 6 (X IPA 6) and twenty eight students from 10th grade natural science 10 (X IPA10) at state senior high school 5 Semarang. The data were collected from questionnaires and guided interviews on beliefs about mathematics. The research results showed that both of the mathematics teachers had platonist beliefs. It was found specifically that 4.76% of students in class X IPA 6 consiste

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BAKIR, Selda, and Fatma ADAK. "Epistemological Beliefs of Pre-Service Science Teachers." Cumhuriyet International Journal of Education 3, no. 4 (2014): 24–36. http://dx.doi.org/10.30703/cije.321355.

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Ozkan, Gulbin, and Hakan Akcay. "Preservice Science Teachers' Beliefs about Astronomy Concepts." Universal Journal of Educational Research 4, no. 9 (2016): 2092–99. http://dx.doi.org/10.13189/ujer.2016.040921.

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Yilmaz-Tuzun, Ozgul. "Preservice Elementary Teachers’ Beliefs About Science Teaching." Journal of Science Teacher Education 19, no. 2 (2008): 183–204. http://dx.doi.org/10.1007/s10972-007-9084-1.

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Meadows, Lee, and Thomas R. Koballa. "Elementary teachers’ beliefs about joining a professional science teachers organization." Journal of Science Teacher Education 4, no. 4 (1993): 115–20. http://dx.doi.org/10.1007/bf02614564.

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Šojat, Lana. "Initial Beliefs of Preservice Chemistry Teachers in Croatia." Center for Educational Policy Studies Journal 10, no. 1 (2020): 37–57. http://dx.doi.org/10.26529/cepsj.730.

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In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These b

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Park, Mi-Hwa, Dimiter M. Dimitrov, Lynn G. Patterson, and Do-Yong Park. "Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics." Journal of Early Childhood Research 15, no. 3 (2016): 275–91. http://dx.doi.org/10.1177/1476718x15614040.

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The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent classes of teachers, not known a priori, with significant differences in levels of teachers’ beliefs about readiness to teach science, technology, engineering, and mathematics. The teachers’ teaching experience and their awareness of the importance of

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KIND, VANESSA. "Preservice Science Teachers’ Science Teaching Orientations and Beliefs About Science." Science Education 100, no. 1 (2015): 122–52. http://dx.doi.org/10.1002/sce.21194.

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Fives, Helenrose, and Michelle M. Buehl. "Teachers’ Beliefs, in the Context of Policy Reform." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (2016): 114–21. http://dx.doi.org/10.1177/2372732215623554.

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Teachers’ beliefs shape their practice. Beliefs, conceptions held with enough personal conviction to be considered true, serve as helpful heuristics for teachers embedded in the complex, ever-changing contexts of classrooms and schools. Three sets of beliefs appear essential to teaching practice, namely, beliefs about teaching, knowledge (epistemic beliefs), and students’ ability. Empirical research about these beliefs is reviewed in light of current U.S. policy documents of curriculum standards, the Common Core State Standards initiative and the Framework for K-12 Science Education: Practices

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Kutluca, Ali Yiğit, and Dilara Aşar. "Exploration of PYP Practitioner Preschool Teachers’ Science Teaching Practices: The Effect of Pedagogical Beliefs." Acta Educationis Generalis 11, no. 2 (2021): 31–50. http://dx.doi.org/10.2478/atd-2021-0011.

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Abstract Introduction: The aim of this study was to investigate PYP practitioner preschool teachers’ science teaching practices in terms of their pedagogical beliefs. Methods: In this mixed method study, the quantitative data were first collected and analyzed, and then the qualitative data were collected and detailed. Accordingly, Pedagogical Belief Systems Scale (PBSS) was first implemented to 39 preschool teachers. Then, teachers were selected based on their scores from PBSS and included in the qualitative data processes. Data sources in this study are PBSS, Science Teaching Construction Tas

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Bansilal, Sarah, and Angela James. "PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION." Problems of Education in the 21st Century 70, no. 1 (2016): 21–33. http://dx.doi.org/10.33225/pec/16.70.21.

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Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme.

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Alabdulkareem, Saleh Abdullah. "The Impact of Science Teachers’ Beliefs on Teaching Science: The Case of Saudi Science Teachers." Journal of Education and Learning 5, no. 2 (2016): 233. http://dx.doi.org/10.5539/jel.v5n2p233.

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<p>The researcher aims to investigate Saudi science teachers’ beliefs about learning and teaching issues. The sample consisted of 247 middle school teachers in Riyadh, Saudi Arabia. The study conducted in the academic school year 2014/2015, and utilized a questionnaire and an interview that included 10% of the sample. The questionnaire targeted the teachers’ conceptions of learning and teaching issues and examined whether these conceptions fit the transmission, or discovery, of constructivist approaches. The interview focused on “authentic scientific resources”, the limitations of the wo

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Othman, Juliana, Rohaida Mohd Saat, Durriyyah Sharifah Hasan Adli, and Fatiha Senom. "DUAL LANGUAGE PROGRAMME: TEACHERS’ BELIEFS AND PRACTICES IN TEACHING SCIENCE THROUGH ENGLISH." Journal of Nusantara Studies (JONUS) 5, no. 1 (2020): 255–69. http://dx.doi.org/10.24200/jonus.vol5iss1pp255-269.

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Background and Purpose: The recently implemented Dual Language Program (DLP) policy in Malaysian schools may require teachers involved in the initiative to make necessary changes in their teaching practices in appropriate directions. It may also challenge the beliefs that these teachers hold with regard to teaching subject matter in English as a medium of instruction. Thus, this study seeks to investigate the beliefs of primary Science teachers with regards to the teaching of Science through the English medium, and the extent to which the beliefs of teachers are consistent with their classroom

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Rosin, Triin, Katrin Vaino, Regina Soobard, and Miia Rannikmäe. "Estonian science teacher beliefs about competence-based science e-testing." Science Education International 32, no. 1 (2021): 34–45. http://dx.doi.org/10.33828/sei.v32.i1.4.

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Competence-based, science e-testing (CBSeT) is a novel external assessment tool which provides feedback to science teachers about their students’ competence-based skills, thereby giving relevant assessment information which teachers could potentially use in their teaching practice. The aim of this study was to determine the extent to which teachers’ existing beliefs towards CBSeT enabled them to use the received CBSeT feedback in their practice. Semi-structured interviews were conducted with eleven science teachers from selected schools which took part in an CBSeT pilot programme. The findings

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Kiviet, Agnes M., and Andile Mji. "Sex Differences in Self-Efficacy Beliefs of Elementary Science Teachers." Psychological Reports 92, no. 1 (2003): 333–38. http://dx.doi.org/10.2466/pr0.2003.92.1.333.

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The Science Teaching Efficacy Belief Inventory developed by Riggs and Enoch was administered to 88 men and 112 women, elementary science teachers in the Eastern Cape, South Africa. Significant mean sex differences ( t = 4.55, p < .01) were observed on the Personal subscale but not on the General subscale. This result has major implications for education planners and administrators employing female teachers whose cultural and educational experiences may not have prepared them as well as their male peers for teaching science. It is concluded that female teachers need support to change their b

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Kartal, Busra. "Pre-service Science and Mathematics Teachers’ Teaching Efficacy Beliefs and Attitudes toward Teaching: A Partial Correlation Research." Australian Journal of Teacher Education 45, no. 9 (2020): 42–61. http://dx.doi.org/10.14221/ajte.2020v45n9.3.

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Teachers with a high level of self-efficacy and positive attitudes are more likely to use new and constructivist approaches and to create a learning environment in which students may develop 21st-century skills. Examining pre-service teachers’ attitudes and beliefs related to teaching allow teacher preparation programs to evaluate their effectiveness on beliefs and attitudes. This correlational research investigated pre-service elementary science and mathematics teachers’ beliefs and attitudes due to gender, grade level, and department, and revealed the reliable correlation between beliefs and

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