IN-SERVICE ELEMENTARY SCHOOL TEACHERS' BELIEFS IN SCIENCE TEACHING PRACTICES

Date

2010-01-01

Author

Şahin, Elvan
Işıksal Bostan, Mine

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

123
views

0
downloads

The present study aimed to (1) determine elementary school teachers beliefs in using reform based instructional strategies and traditional teaching approaches in science classrooms as well as their self-efficacy beliefs in science teaching (2) examine the effect of sex and school type on those beliefs and (3) investigate the significant predictors of teachers beliefs in using inquiry based teaching strategies The data were collected through implementation of Turkish version of Teacher Beliefs toward Instructional Pedagogies Questionnaire to 197 in service teachers The results reflected that the participants had strong favorable beliefs in using inquiry based and technology-enhanced instructional strategies, whereas they did not hold strong beliefs to use traditionally designed instructional strategies The results also revealed that private school teachers had significantly higher self-efficacy beliefs than public school teachers It was found that beliefs in using technology self efficacy and experience in teaching were among the significant predictors of beliefs in using inquiry based instructional strategies

Subject Keywords

In service teachers, Beliefs, Inquiry, Technology

URI

https://hdl.handle.net/11511/55413

Journal

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Are Pre-Service Mathematics Teachers' Teaching Concerns Related to Their Epistemological Beliefs? BOZ, NİHAT; Boz, Yezdan (2014-01-01) The purposes of this study were to evaluate the effect of year on pre-service teachers' epistemological beliefs and their teaching concerns as well as to investigate the relationship between teaching concerns and epistemological beliefs. One hundred seventy seven mathematics pre-service teachers enrolled in the Department of Secondary Mathematics Education in two universities participated in the present study. Two instruments: Teaching Concerns Checklist and Schommer Epistemological Questionnaire were used ...
Factors Influencing Pre-Service Early Childhood Teachers' Outcome Expectancy Beliefs Regarding Science Teaching Olgan, Refika; Öztekin, Ceren (2014-04-01) This study investigated the contribution of scientific epistemological beliefs, personal self-efficacy beliefs, and attitudes towards science teaching on pre-service early childhood teachers' outcome expectancy beliefs. Data were collected from 362 pre-service early childhood teachers through administration of the Epistemological Beliefs Questionnaire, the Science Teaching Efficacy Belief Instrument and the Science Teaching Attitude Scale and were analyzed by using Multiple Regression analysis. The results ...
Teacher beliefs and technology integration practices: A critical relationship Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne T.; Sadik, Olgun; Sendurur, Emine; Sendurur, Polat (2012-09-01) Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to r...
Novice EFL Teachers' Beliefs about Teaching and Learning, and their Classroom Practices Erkmen, Besime (2014-01-01) The purpose of this study was to examine novice EFL teachers' beliefs about teaching and learning, and the relationship between their beliefs and classroom practices. Nine non-native novice EFL teachers teaching at a private university in Northern Cyprus participated in this nine month long study. Data collection consisted of semi-structured interviews, classroom observations, post-lesson reflection forms, and stimulated recall interviews. The findings of the study showed that novice teachers' previous expe...
Ways to uncover teachers' beliefs Erkmen, Besime (2012-02-11) The field of teacher education and teacher cognition has recently seen increasing interest in investigating teachers' beliefs about teaching and learning with the recognition that beliefs influence teachers' planning, decision-making and classroom behaviour. Since beliefs cannot be directly observed or measured, researchers in this field have sought for various effective data collection methods to elicit teachers' beliefs. This paper, which is part of a larger study, aims to offer insights into certain qual...

Citation Formats

E. Şahin and M. Işıksal Bostan, “IN-SERVICE ELEMENTARY SCHOOL TEACHERS’ BELIEFS IN SCIENCE TEACHING PRACTICES,” HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, pp. 296–306, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55413.