Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers

1993 ◽  
Vol 77 (3) ◽  
pp. 261-278 ◽  
Author(s):  
Deborah Pomeroy
Keyword(s):  
Elementary Teachers ◽  
Nature Of Science ◽  
Science Teachers ◽  
Secondary Science ◽  
Secondary Science Teachers ◽  
Teachers Beliefs

Secondary Science Teachers Can Train Elementary Teachers and Benefit From It!

1994 ◽  
Vol 78 (564) ◽  
pp. 115-119
Author(s):  
Arnold I. Feldman ◽  
Robert L. Campbell
Keyword(s):  
Elementary Teachers ◽  
Science Teachers ◽  
Secondary Science ◽  
Secondary Science Teachers

scholarly journals Science in society or science in school: Swedish secondary school science teachers’ beliefs about science and science lessons in comparison with what their students want to learn

1970 ◽  
Vol 5 (1) ◽  
pp. 18-34 ◽  
Author(s):  
Magnus Oscarsson ◽  
Anders Jidesjö ◽  
Helge Strömdahl ◽  
Karl-Göran Karlsson
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Science And Technology ◽  
School Science ◽  
Extensive Study ◽  
Secondary Science ◽  
Science Content ◽  
Secondary School Science ◽  
Secondary Science Teachers ◽  
Teachers Beliefs

This article presents comparisons concerned with secondary school science teachers’ and their students’ beliefs about science and technology and also what science content secondary science teachers teach and what their students want to learn. Student data are part of the Relevance of Science Education (ROSE) study and the teacher data are part of an extensive study carried out only in Sweden. The results indicate that both secondary science teachers and their students are optimistic about science and technology as essential parts of societal development. When content from these knowledge fields is considered for instruction, significant disparities exist between what teachers teach and what their students want to learn. Additional results concerning the secondary science teachers’ beliefs, ‘out-ofschool experiences’, ‘Science Technology and Society’ (STS) approaches and ‘inquiry-based instruction’ are pointed out as important for the development of science instruction in secondary schools. The results are discussed in the contexts of students’ voices and teachers’ beliefs.

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