Beliefs About Chemistry Teaching and Learning—a Comparison of Teachers’ and Student Teachers’ Beliefs From Jordan, Turkey and Germany

Al-Amoush, Siham; Markic, Silvija; Uşak, Muhammet; Erdoğan, Mehmet; Eilks, Ingo

doi:10.1007/s10763-013-9435-7

Cited by 22 publications

(21 citation statements)

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“…In a nutshell, since a lot of effort was made to promote education in the Israeli Arab sector and both the Jewish and the Arab sector operate similar systems of school education and teacher training, the findings from this study suggest a strong cultural Teachers and Teaching: theory and practice 13 dimension for explaining the differences in the teachers' beliefs for the Jewish and the Arab sector. Such an influence of the more traditional and patriarchal nature of Arabic societies on science teachers' and student teachers' beliefs was already suggested by Al-Amoush et al (2014) in a comparison of chemistry teachers from Jordan with their counterparts in Turkey and Germany. However, in their study it was not clear how big this influence was compared to the influence of the teacher education system and the socio-economic circumstances the educational system is operating in.…”

Section: Discussionmentioning

confidence: 80%

“…It seems that such a view until yet does not have any prominent place in the classroom related beliefs of the Arab chemistry teachers from this study. Their views are teacher-centred and transmission-oriented as it was described for chemistry teachers in other Arab societies (Al-Amoush et al, 2012, 2014.…”

Section: Discussionmentioning

confidence: 92%

“…In relation to present study, it was also reported that science teachers' beliefs develop differently with respect to the cultural, educational or socio-economical background in which the teachers were educated. For the case of the Arab country Jordan, they reported that the beliefs are and stay quite traditional and teacher-centred than they do for the case of the western European country of Germany (Al-Amoush et al, 2014).…”

mentioning

confidence: 92%

“…Shulman (1988) stated that the fields where such beliefs come into play are very broad and multidimensional. Teachers' beliefs are context-bound and highly dependent both on the socioeconomic and cultural circumstances the teachers live in; they are also influenced by the respective educational teacher training system (Al-Amoush, Usak, Erdogan, Markic, & Eilks, 2014;Alexander, 2001;Woolfolk Hoy, Davis, & Pape, 2006). Several researchers focused on special groups of teachers or on specific aspects of their beliefs.…”

mentioning

confidence: 99%

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One country, two cultures – a multi-perspective view on Israeli chemistry teachers’ beliefs about teaching and learning

Markic

Eilks

Mamlok‐Naaman

et al. 2015

Teachers and Teaching

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This paper presents a study focusing on differences in Israeli Jewish and Arab chemistry teachers' beliefs regarding teaching and learning of chemistry in the upper secondary schools. Israel is a country experiencing the problems of diverse cultural orientation of its inhabitants but applying the same educational system to its diverse cultural sectors. Education includes the same curriculum in chemistry for both the Israeli Jewish and Arab cultural sectors as well as final examinations (matriculation) set centrally by the Ministry of Education. Thus, this study can serve as a striking case for other countries facing similar cultural diversity. The study is based on two different instruments that are both qualitative and quantitative in nature. The qualitative data stem from chemistry teachers' drawings of themselves as teachers in a typical classroom situation accompanied by four open questions. The data analysis follows three qualitative scales: beliefs about classroom organization, beliefs about teaching objectives and epistemological beliefs. A quantitative study gives insights into teachers' beliefs about what characterizes good education. The main goal of the present paper is to determine whether both groups of chemistry teachers with different sociocultural background in Israel hold different views about education in general and chemistry education in particular. The findings provide evidence that in Israeli chemistry classrooms, the beliefs of Arabic teachers differ from those of the Jewish teachers, although both groups live in the same country and operate the same educational system.

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Section: Discussionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 92%

mentioning

confidence: 92%

mentioning

confidence: 99%

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One country, two cultures – a multi-perspective view on Israeli chemistry teachers’ beliefs about teaching and learning

Markic

Eilks

Mamlok‐Naaman

et al. 2015

Teachers and Teaching

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“…In a study conducted by Al-Amoush et al (2011) it was concluded that science teachers and preservice science teachers in Jordan tended to use traditional teaching methods, based on which, it can be said that the fact that the country was among the most unsuccessful in the PISA data may be related to procedures in the teaching process. In a study made by Al-Amoush et al (2014) teaching-learning beliefs of German, Turkish and Jordanian preservice teachers were determined and compared. These findings correspond to the research findings made by Al-Amoush et al (2011).…”

Section: Discussionmentioning

confidence: 99%

Which Country is More Effective in Science Teaching? Evidence from PISA 2015 as a Secondary School Assessment Tool

Ilgaz¹,

Eskici²,

Vural³

2019

Asian Journal of Education and Training

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The aim of this study is to determine how effectively different countries use educational inputs in the process of science education. The study is in the descriptive model and the data is derived from the PISA 2015 data set, which provides information to countries on secondary education programs. Data from 70 countries, including Turkey, were used in the study. The effectiveness of Turkey in the process of science teaching in secondary education has been compared with other countries and suggestions have been made to increase the effectiveness of secondary education science teaching. The data for this study are grouped into training inputs and training outputs.-Student behaviour hindering learning", "teacher behaviour hindering learning", "shortage of educational material", "shortage of educational staff", "professional development", "teachers participation", "curricular development", "total number of science teachers at school", "index science-specific resources (sum)" were defined as the educational inputs. The science achievements of students have been taken into account in determining which countries have more effective management of educational inputs accepted in this study. Secondary scholl level education inputs while nearby countries respectively to use effectively Slovakia (97.30%), Slovenia (91.16%), Brazil (90.50%), Turkey (89.75%), Finland (84.65%), Greece (83.31%), Denmark (83.25%), and Czech Republic (80.61%). education outcomes in Turkey is ranked as 20 th in science teaching secrets to use it effectively.

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Evaluating Drawings to Explore Chemistry Teachers’ Pedagogical Attitudes

Markic

Eilks

2014

Affective Dimensions in Chemistry Education

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Beliefs About Chemistry Teaching and Learning—a Comparison of Teachers’ and Student Teachers’ Beliefs From Jordan, Turkey and Germany

Cited by 22 publications

References 58 publications

One country, two cultures – a multi-perspective view on Israeli chemistry teachers’ beliefs about teaching and learning

One country, two cultures – a multi-perspective view on Israeli chemistry teachers’ beliefs about teaching and learning

Which Country is More Effective in Science Teaching? Evidence from PISA 2015 as a Secondary School Assessment Tool

Evaluating Drawings to Explore Chemistry Teachers’ Pedagogical Attitudes

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