Science Teachers’ Cultural Beliefs and Diversities: A Sociocultural Perspective to Science Education

2013 ◽  
pp. 205-230 ◽  
Author(s):  
Nasser Mansour
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Cultural Beliefs ◽  
Sociocultural Perspective

Multiple Perspectives for the Study of Teaching

2013 ◽  
pp. 27-51 ◽  
Author(s):  
Sara Salloum
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Teacher Knowledge ◽  
Science Teachers ◽  
Teacher Educators ◽  
Practical Wisdom ◽  
Practical Knowledge ◽  
Moral Knowledge ◽  
Sociocultural Perspective ◽  
Multiple Perspectives

This chapter outlines a framework that characterizes science teachers’ practical-moral knowledge utilizing the Aristotelian concept of phronesis/practical wisdom. The meaning of phronesis is further explicated and its relevance to science education are outlined utilizing a virtue-based view of knowledge and practical hermeneutics. First, and to give a background, assumptions about teacher knowledge from a constructivist and sociocultural perspective are outlined. Second, the Aristotelian notion of phronesis (practical wisdom) is explicated, especially in terms of how it differs from other characterizations of practical knowledge in science education and how it relates to practical-moral knowledge. Finally, the authors discuss how the very nature of such practical-moral knowledge makes it ambiguous and hard to articulate, and therefore, a hermeneutic model that explores teachers’ practical-moral knowledge indirectly by investigating teachers’ commitments, interpretations, actions, and dialectic interactions is outlined. Implications for research and teacher education are outlined. Empirical examples are used to demonstrate certain points. A virtue-based view of knowledge is not meant to replace others, but as a means to enrich the understandings of the complexity of teacher knowledge and to enhance the effectiveness of teacher educators.

Multiple Perspectives for the Study of Teaching

2015 ◽  
pp. 569-593
Author(s):  
Sara Salloum
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Teacher Knowledge ◽  
Science Teachers ◽  
Teacher Educators ◽  
Practical Wisdom ◽  
Practical Knowledge ◽  
Moral Knowledge ◽  
Sociocultural Perspective ◽  
Multiple Perspectives

This chapter outlines a framework that characterizes science teachers' practical-moral knowledge utilizing the Aristotelian concept of phronesis/practical wisdom. The meaning of phronesis is further explicated and its relevance to science education are outlined utilizing a virtue-based view of knowledge and practical hermeneutics. First, and to give a background, assumptions about teacher knowledge from a constructivist and sociocultural perspective are outlined. Second, the Aristotelian notion of phronesis (practical wisdom) is explicated, especially in terms of how it differs from other characterizations of practical knowledge in science education and how it relates to practical-moral knowledge. Finally, the authors discuss how the very nature of such practical-moral knowledge makes it ambiguous and hard to articulate, and therefore, a hermeneutic model that explores teachers' practical-moral knowledge indirectly by investigating teachers' commitments, interpretations, actions, and dialectic interactions is outlined. Implications for research and teacher education are outlined. Empirical examples are used to demonstrate certain points. A virtue-based view of knowledge is not meant to replace others, but as a means to enrich the understandings of the complexity of teacher knowledge and to enhance the effectiveness of teacher educators.

Beliefs of preschool teacher candidates about the nature of science

2020 ◽  
Vol 8 (4) ◽  
pp. 774-783
Author(s):  
Güzin Özyılmaz ◽  
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Spring Semester ◽  
Teachers Beliefs ◽  
Aim Of Science ◽  
Academic Year

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 education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature

A Glance Portrayal of Science Education in Indonesia

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Science Education ◽  
General Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Asia Pacific ◽  
Professional Organizations ◽  
Curriculum Innovation ◽  
Global Science ◽  
Historical Developments

The goal of this work is to describe pre- and in-service science teacher education and science education research in Indonesia in an effort to better inform the global science education community about historical developments and present challenges. We begin by providing an historical overview of the general education system to provide readers with context needed to understand current reform initiatives. Next we describe the current-day process for preparing and certifying science teachers and we describe some of the challenges facing teachers, students, and researchers in Indonesia’s science education context today. We follow this discussion with an introduction to some existing professional organizations for teachers and researchers in Indonesia that are working to develop important channels for disseminating current research on teacher practice, curriculum innovation, and student learning that have the potential to positively influence on teaching and learning in the future. We conclude by highlighting some areas that would benefit from additional research and by inviting more international collaborative research initiatives with colleagues in the Asia-Pacific region and beyond.

scholarly journals Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education

2021 ◽  
Vol 11 (6) ◽  
pp. 272
Author(s):  
Outi Haatainen ◽  
Jaakko Turkka ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Method ◽  
Survey Study ◽  
Integrated Education ◽  
Integrated Science ◽  
Teachers Perceptions ◽  
Key Factor

To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

scholarly journals Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities

2021 ◽  
Author(s):  
Betzabé Torres-Olave ◽  
Paulina Bravo González
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Educators ◽  
Political Knowledge ◽  
Sense Of Agency ◽  
Critical View ◽  
Counter Narratives ◽  
Science Teacher Educators

AbstractIn this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science teachers and science teacher educators when they are organised in sites of learning that can be spaces of hope, beginnings, and becoming, as is illustrated in the case of these two self-organised communities. Regarding the second layer, we discuss the value of dialogue and the possibilities it offers to develop ideas for science education in a way that might be democratising, emancipatory, and offering counter-narratives in a neoliberal Chile. By engaging in this dialogue revisiting the practices of our communities, we gained a sense of agency within the field of science education. However, we realised that we need to move towards a critical view within our communities, and more contextual and transformative science education by translating these sites of hope to our educational praxis today. For us, this relates both to developing a collective view of how to make science education provide pedagogical conditions and experiences for critical and engaged citizenship and thinking how we can act and engage with different settings in solidarity. One way of moving towards this is by developing a political knowledge of our disciplines through a collective scientific conscientisation. Our communities are the departure points to achieve this.

scholarly journals Creating a Sustainable Education Environment with Augmented Reality Technology

2021 ◽  
Vol 13 (11) ◽  
pp. 5851
Author(s):  
Damla Karagozlu
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Science Teachers ◽  
Structured Interview ◽  
Positive Effects ◽  
Education Environment ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Understanding Of Science ◽  
Class Interaction

As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.

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