Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change

Taylor, Dale L.; Booth, Shirley

doi:10.1080/09500693.2015.1035356

Cited by 27 publications

(31 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These findings are consistent with the principles of PVT in that they explain the external horizon as an outcome space within which people hold more or less sophisticated conceptions. This moves beyond defining the context as a fixed set of relationships and supports the results of Taylor & Booth's (2015) study in science education. Providing a theoretical account of this in terms of Gurwitsch's structure of awareness model does not seem to be straightforward.…”

Section: Discussionsupporting

confidence: 61%

“…This opens up the possibility that people can have conceptions of the external horizon in the same way that they can in relation to the internal horizon (e.g. Cope, 2004, Willhelmson et al, 2011Taylor & Booth, 2015). On this interpretation, a particular conception is linked to a particular quality of understanding of the internal horizon and to a particular quality of understanding of the external horizon.…”

Section: Table 10 -Conceptions Of Pricementioning

confidence: 99%

“…On this view of the external horizon, the success of PVT research relies on approaching a phenomenon from different angles until the researcher is as convinced as they can be that they have captured all possible aspects of conceptions (Åkerlind, 2005). If the phenomenon has been 'saturated' (Taylor & Booth, 2015, p.1305, then it could be assumed that this has included a consideration of the context.…”

Section: Phenomenography/variation Theory and Contextmentioning

confidence: 99%

See 2 more Smart Citations

Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

Durden¹

2018

International Journal of Educational Research

View full text Add to dashboard Cite

In describing peoples' conceptions of phenomena, most phenomenography/variation theory research does not distinguish between generalised aspects of conceptions and contextualised aspects. This study suggests this approach may have limitations. The concepts of the external and internal horizon are used to provide evidence that graduates' conceptions of price consist of a combination of generalised and contextualised elements, where each horizon can be described in terms of qualitative differences. This way of approaching conceptions allows for a crisp delimitation of a phenomenon from its context, captures their relationship, and is consistent with the principles of phenomenography/variation theory. Findings raise questions about connections between internal and external horizons and the 'correct' way to sequence variation in order to trigger conceptual change.

show abstract

Section: Discussionsupporting

confidence: 61%

Section: Table 10 -Conceptions Of Pricementioning

confidence: 99%

Section: Phenomenography/variation Theory and Contextmentioning

confidence: 99%

See 1 more Smart Citation

Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

Durden¹

2018

International Journal of Educational Research

View full text Add to dashboard Cite

show abstract

“…The research concerning Science and Technology teachers' beliefs, which has been developed to a fairly considerable extent in the last two decades (Luft, Roehrig, & Patterson, 2003;Gullberg, Kellner, & Attorps, 2008;Subramaniam, 2013), has highlighted the important role played by trainee teachers' initial conceptions and beliefs regarding various aspects of the activity of teaching professionally (Buldur, 2017;Pontes Pedrajas, Serrano Rodríguez & Poyato, 2013;Pool, Reitsma, & Mentz, 2013;Sutton, 2011) and its relationship with the development of the TPI (Cameron & Grant, 2017;Smith & Darfler, 2012), a relatively new term in the field of scientific-technical education that has opened up interesting work perspectives (Izadinia, 2016). In this sense, current research in this topic highlights diverse variables and constructs that directly affect the construction and development of TPI such as the way future teachers understand the profession, the ability to teach and to integrate ICT in the classrooms, their attitude (sensible and self-critic) as well as their interest in engaging students in the teaching-learning process (Izadinia, 2015;Taylor & Booth, 2015). Moreover, other studies point out that there may be differences in the construction of TPI depending on the stage teachers work (Jarauta Borrasca, 2017;Pontes, Serrano, & Poyato, 2013).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…Numerous studies regarding educational beliefs have shown that teachers from the area of Science and Technology have ideas, attitudes and motivations concerning teaching, learning and other aspects of education that have an important influence on the construction of the professional knowledge required in order to teach (Alabdulkareem, 2016;Kind, 2016;Shatunova, et al, 2018;Solís, Martín, Rivero, & Porlán, 2013;Taylor & Booth, 2015).…”

Section: Science and Technology Pre-service Teachers' Understanding Omentioning

confidence: 99%

Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process

Gracia

Rodríguez

Pedrajas

2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This study focuses on exploring the beliefs regarding the construction and development of Teacher's Professional Identity (TPI) of Secondary Education Master's Degree (SEMD) students from the areas of Science and Technology. An 'S-TPI' questionnaire, measured using a Likert scale, was used to obtain the opinions of 279 future teachers in the 2014-2018 academic years. After analysing the data, no significant differences were found between the two groups (Science and Technology). However, there were significant differences in the responses obtained for the four dimensions on the scale with regard to the students' gender. We noticed an important relationship between the global view of professional identity and the development of educational skills linked to socio-educative and methodological aspects. These results may contribute to improving knowledge concerning future teachers' beliefs and have served as a basis on which to design activities that will enable us to integrate TPI into the initial training process.

show abstract

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Sakata¹,

Bremner

Cameron

2022

Review of Education

View full text Add to dashboard Cite

This article provides a comprehensive descriptive overview of the implementation of learner‐centred pedagogy (LCP) in low‐ and middle‐income countries. Considerable time, money, and resources have been invested in LCP in many countries worldwide, and yet we still lack a comprehensive body of evidence regarding its implementation and outcomes. This systematic review aimed at going beyond the limitations of individual studies, confined by time, context and samples, in order to offer stronger applicability and generalisability to wider contexts. The dataset for analysis consisted of 94 journal articles published between January 2001 and December 2020, selected based on explicit inclusion/exclusion criteria. A team of three researchers utilised EPPI‐Reviewer and QSR NVivo to import, screen, and analyse the texts. The literature on LCP implementation was mapped by key variables such as country, educational setting, study participants, and methods. Firstly, the study found that despite LCP being explicitly promoted in numerous contexts, most classrooms were still predominately teacher‐centred. Secondly, the review identified a wide range of constraints and enablers of LCP implementation, spanning across the individual, classroom, school, policy, and wider society levels. Thirdly, although several positive and negative outcomes of LCP emerged from the study, the review found that the objective evidence on LCP outcomes was somewhat limited, indicating that there is an urgent need for additional research to evaluate LCP outcomes. A conceptual framework of LCP implementation is presented, and implications for policy and future research are discussed. The video abstract for this article is available at https://youtu.be/57EsnDUe_QQ. Rationale for this study Despite the worldwide spread of learner‐centred pedagogy (LCP), we currently lack a comprehensive body of evidence regarding its implementation and outcomes. Why the new findings matter The findings will help educational stakeholders decide whether and how LCP‐related reforms should continue, based on the enablers, constraints, and outcomes of LCP implementation identified in the review. Implications for educational researchers and decision‐makers Firstly, educational researchers will benefit from having a clear summary of existing research which identifies opportunities to further enhance our knowledge; in particular, there is an important gap in the literature in terms of research on the outcomes of LCP implementation over time. Secondly, educational decision‐makers will be better placed to decide (a) the extent to which they should continue to allocate limited resources towards the implementation of LCP‐related reforms; and (b) how they may learn from the cumulative findings of existing case studies to increase the chances of successful implementation.

show abstract

Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change

Cited by 27 publications

References 42 publications

Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Contact Info

Product

Resources

About