Constructing Graphs in Biology Class: Secondary Biology Teachers’ Beliefs, Motivation, and Self-Reported Practices

Enzingmüller, Carolin; Prechtl, Helmut

doi:10.1007/s10763-019-09975-2

Cited by 5 publications

(6 citation statements)

References 81 publications

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“…In line with previous studies, the results of this study suggest that teachers typically believe that explicit instruction is useful but not essential for fostering SI competencies [62], and that they are able to teach and perform SI [48]. Furthermore, there is only a relatively small variance in these beliefs between the teachers, suggesting that the beliefs of the sixteen teachers in the analyzed sub-sample are rather homogeneous in this regard.…”

Section: Teachers' Beliefs Related To Explicit Instruction For Foster...supporting

confidence: 88%

“…Explicit instruction is a means of fostering SI competencies that, despite its effectiveness, is only rarely used in classroom practice [8][9][10][11][12][13]. In sum, empirical evidence supports the hypothesis that strong positive object-related beliefs and strong positive self-related beliefs are necessary but not sufficient conditions for the implementation of explicit instruction on SI [62,63,65,67]. This finding is also in line with the assumption that "teachers are more likely to act on their beliefs about [ .…”

Section: Discussionmentioning

confidence: 99%

“…Even though teachers' beliefs are typically not assessed on a goal-specific level, there are some exceptions. For instance, Enzingmüller and Prechtl [62] investigated the relationship between teachers' beliefs and performance in the context of teaching the construction of graphs, which can be assumed to be a part of SI competencies. They found that teachers' goal-specific beliefs about the usefulness of explicit instruction and their beliefs about their teaching abilities are related to teachers' use of graphs in classroom practice.…”

Section: The (Potential) Relationship Between Teachers' Beliefs and P...mentioning

confidence: 99%

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Relationship between Beliefs of Teachers about and Their Use of Explicit Instruction When Fostering Students’ Scientific Inquiry Competencies

Petermann

Vorholzer

2022

Education Sciences

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An efficient approach to fostering students’ scientific inquiry (SI) competencies (e.g., planning investigations) is to combine student engagement in inquiry activities with explicit instruction that addresses corresponding concepts (e.g., the control-of-variables strategy). Despite its effectiveness, explicit instruction on SI-related concepts seems to be rarely employed in science classrooms. As a vital component of professional competence, teachers’ beliefs are a potential cause for the rare use of explicit instruction. The aim of this study is to investigate the relationship between teachers’ beliefs about the usefulness of explicit instruction as well as their own abilities and teacher performance. In a mixed method approach, the beliefs of N = 16 teachers were captured with a questionnaire, while their teaching practice was approximated through a combination of a lesson planning task and a semi-structured interview. Analyses of response patterns, a qualitative content analysis of the planned lessons, and correlation analyses were used to investigate the relationship between beliefs and performance. The findings suggest that beliefs about the usefulness of explicit instruction for fostering SI competencies may be a necessary but not a sufficient condition for its implementation. Furthermore, the results suggest the importance of assessing and investigating teachers’ beliefs on a goal-specific level.

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Section: Teachers' Beliefs Related To Explicit Instruction For Foster...supporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: The (Potential) Relationship Between Teachers' Beliefs and P...mentioning

confidence: 99%

See 1 more Smart Citation

Relationship between Beliefs of Teachers about and Their Use of Explicit Instruction When Fostering Students’ Scientific Inquiry Competencies

Petermann

Vorholzer

2022

Education Sciences

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“…For example, this category of beliefs may encompass educators' beliefs about positive characteristics of students, such as enjoyment in school, valuing teachers and peers, expectation to succeed in school, and feelings of pride in achievement (Lavigne, 2014); 4) beliefs about content/knowledge which include educators' beliefs about the subject matter taught in school. Such beliefs can involve various school curriculum content areas such as science (Enzingmüller & Prechtl, 2019), math (Thurm & Barzel, 2022), integrated language arts (Weaver et al, 2021), and curriculum design orientations (Bas & Sentürk, 2019); 5) beliefs about practices which include specific educational practices such as cooperative learning, inclusive teaching practices (Keppens et al, 2021), and assessment practices (Alonzo et al, 2021); and 6) beliefs about teaching approaches which include beliefs about trauma-informed care in schools (Wendel, 2018) and holistic teaching approaches such as constructivism vs. traditionally oriented instructional methods (Keppens et al, 2021).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Educational Beliefs of Special Education Teachers and Principals Working in Short-Term Emergency Shelter On-Site Schools

Levy,

Gottfried,

Inbar-Furst

2024

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The present study qualitatively explored, via semi-structured interviews, the educational beliefs of 12 Special Education Teachers (SETs) and eight principals working within Emergency Shelter On-site Schools (ESOSs) throughout Israel. Findings of the Deductive-Qualitative Approach (DQA) focus on the following educational belief categories: 1) the professional role of SETs within ESOSs; 2) the ESOS context/environment; 3) ESOS students' special needs, diversity, and abilities; 4) the content/knowledge taught within ESOSs; and 5) the teaching practices incorporated within ESOSs. A broad perspective of the findings revealed three novel continuums, titled: 1) mono-multi, 2) independent-integrated, and 3) structured-flexible, upon which SETs' and principals' educational beliefs are situated. Study findings enhance the research fields of both educational beliefs and ESOSs, for the ultimate benefit and positive trajectory of ESOS students.

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“…In fact, research showed the importance of including MR training in initial teacher education programs to support its use by PSTs in teaching science [32][33][34][35][36]. In one study [8], the participants were 15 preservice science teachers and they were enrolled in a course originally designed to allow PSTs to design and conduct open-ended experiments.…”

Section: Background 21 Multiple Representations In Physics Teachingmentioning

confidence: 99%

Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching

2021

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Multiple representations, such as experimental data, schemas, tables, and graphs, are an essential resource in science teaching. However, their use in the classroom typically poses a challenge for preservice teachers. The aim of this research is to examine changes in the practices of a group of preservice teachers regarding the use of multiple representations in the teaching of kinetic energy to 9th grade students, when this training is included in their initial teacher education program. For this purpose, a collaborative, reflexive, and student-learning centered approach, namely, a lesson study with three cycles, was implemented. A descriptive and content analysis for qualitative data collected showed improvement in the practices of the preservice teachers, namely on the representations both of the event that represents the “real” world, as well as of the scientific concepts. The results obtained contribute to deepening the knowledge on the use of multiple representations by preservice teachers, as well as to increasing the knowledge on using lesson study to develop the ability to use multiple representations during initial teacher education.

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Constructing Graphs in Biology Class: Secondary Biology Teachers’ Beliefs, Motivation, and Self-Reported Practices

Cited by 5 publications

References 81 publications

Relationship between Beliefs of Teachers about and Their Use of Explicit Instruction When Fostering Students’ Scientific Inquiry Competencies

Relationship between Beliefs of Teachers about and Their Use of Explicit Instruction When Fostering Students’ Scientific Inquiry Competencies

Educational Beliefs of Special Education Teachers and Principals Working in Short-Term Emergency Shelter On-Site Schools

Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching

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