Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?

Date

2010-05-01

Author

Kondakçı, Esen
Boz, Yezdan

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This study aimed to explore pre-service chemistry teachers' beliefs about constructivism and the influence of their beliefs in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service teachers in order to understand their belief structures. Pre-service teachers' beliefs about constructivism were classified in three categories which are weak, moderate, and strong conceptions of constructivism. For detailed exploration, three cases of pre-service teachers representing these three categories were selected. The findings of this study showed that most pre-service teachers in this study did not have a strong conception of constructivism and the relationship between the pre-service teachers' beliefs and their practice was not clear-cut.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/47249

Journal

RESEARCH IN SCIENCE EDUCATION

DOI

https://doi.org/10.1007/s11165-009-9127-z

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

E. Kondakçı and Y. Boz, “Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?,” RESEARCH IN SCIENCE EDUCATION, pp. 403–424, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47249.