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

2010-01-01
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

Citation Formats
E. Şahin, M. Işıksal Bostan, and H. Ertepınar, “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.