scholarly journals Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education

2010 ◽  
Vol 2 (2) ◽  
pp. 123-157
Author(s):  
Nasser Mansour
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Learning Science ◽  
Science Technology ◽  
Education Data ◽  
Number Of Factors ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teaching Learning

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 teaching/learning science through STS. The findings shed light on the relationship between teachers’ beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers’ beliefs and their practices.

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.

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

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 collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

scholarly journals In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

2018 ◽  
Vol 7 (5) ◽  
pp. 156
Author(s):  
Nahil Aljaberi ◽  
Eman Gheith
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Nature Of Mathematics ◽  
Teaching Learning ◽  
Mathematics Teaching Practices

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers’ beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers’ perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

scholarly journals Pre-service elementary education teachers’ beliefs about teaching and learning in TurkeyTürkiye’de sınıf öğretmenliği öğretmen adaylarının öğretme ve öğrenme ile ilgili inançları

2017 ◽  
Vol 14 (4) ◽  
pp. 4002
Author(s):  
Sibel Duru
Keyword(s):  
Elementary Education ◽  
Instructional Practices ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Quantitative Research Methods ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teaching Learning

This study examines the Turkish elementary pre-service teachers’ beliefs about learning and teaching, their preferences concerning instructional practices, and the differences between elementary pre-service teachers in terms of beliefs about teaching, learning and instructional practices at different stages of teacher education programs. Two hundreds eighty nine pre-service teachers participated in the survey and 16 pre-service teachers participated in in-depth interviews.The study employs both quantitative and qualitative research methodologies.    The quantitative research methods employed two surveys and computed a series of descriptive, correlation, t-test, ANOVA and regression analyses to answer the research questions. The contrast comparative analysis method is conducted for qualitative data analysis to explore pre-service teachers’ beliefs about teaching and learning.   Results reveal that Turkish elementary education pre-service teachers have both traditional and constructivist beliefs about teaching and learning, but the majority of the participants has more constructivist tendencies in some points. The results of the current study also indicate that there are significant differences between the pre-service teachers due to gender, age, field experience, methods courses, and length of time in the program.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışmada Türkiye’deki sınıf öğretmenliği öğretmen adaylarının öğrenme ve öğretim ile ilgili inançları, öğretim uygulamalarındaki tercihleri farklı değişkenler dikkate alınarak incelenmiştir.  Araştırmaya 290 öğretmen adayı katılmıştır ve bu adaylardan 16’sı ile derinlemesine görüşmeler yapılmıştır. Araştırmada hem nitel hem nicel araştırma dizaynı kullanılmıştır. Nicel araştırma dizaynı için demografik sorularla birlikte iki ölçek kullanılmış ve araştırma sorularına cevap verebilmek için betimsel, t-testi, korelasyon ve ANOVA analizleri yapılmıştır. Öğretmen adaylarının öğrenme ve öğretimle ilgili inançlarını açığa çıkarmak için nitel araştırma dizaynında yapılan derinlemesine görüşmeler nitel veri analizine tabii tutulmuştur.   Araştırma sonucuna göre sınıf öğretmenliği öğretmen adayları hem geleneksel (öğretmen merkezli) hem yapılandırmacı (öğrenci veya öğrenen merkezli) inançlara sahiptir. Ancak bu araştırmaya katılan öğretmen adaylarının çoğu özellikle öğretmen öğrenci ilişkisi gibi bazı boyutlarda daha yapılandırmacı eğilimlere sahiptir. Ayrıca, bu araştırmanın sonuçlarına göre öğretmen adaylarının öğrenme ve öğretimle ilgili inançları ve tercih ettikleri öğretim uygulamaları cinsiyet, alan deneyimi (okul deneyimi, öğretmenlik uygulaması gibi) ve sınıf düzeyleri değişkenlerine göre anlamlı farklılık göstermektedir.  

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.

Sign in / Sign up

Export Citation Format

Share Document