Pre-service Secondary Science Teachers’ Beliefs About Teaching Socio-scientific Issues

2020 ◽  
pp. 21-39
Author(s):  
Jessica S. C. Leung ◽  
Ka Lok Wong ◽  
Kennedy K. H. Chan
Keyword(s):  
Science Teachers ◽  
Secondary Science ◽  
Secondary Science Teachers ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

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.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

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 analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

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