Teachers' beliefs and instructional strategies in science: Pushing analysis further

Abstract

This article explores ways in which teachers' views of themselves and their stu-

Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform

“…Moreover, beliefs are understood to be derived from a multitude of experiences within formal and informal teaching/learning contexts both in schools (Holt-Reynolds, 1992) and out of schools (Smith, 2005). Described as ''orientations'' toward teaching (Calderhead & Robson, 1991, p. 1), researchers note that teachers' beliefs or personal theories about teaching and learning inform the decisions they make concerning teaching methods and strategies as well as the information they choose to share with children (Battista, 1994;Brickhouse & Bodner, 1992;Laplante, 1997;Smith, 2005). Indeed, a substantial body of literature suggests that the way teachers interpret and implement curricula is significantly influenced by their subject matter beliefs (Gregoire, 2003) in combination with their notions about how specific content should be taught (Czerniak, Lumpe, & Haney, 1999;Gess-Newsome, 1999;Lumpe, Haney, & Czerniak, 1998a,b;Thompson, 1992).…”

“…Research indicates that some teachers are openly embracing reform-oriented practices (Crawford, 2000), while others are either unable or unwilling to modify their curriculum or instruction to align more closely with current science initiatives (Davis, 2003;Laplante, 1997;Yerrick, Parke, & Nugent, 1997). Clearly, the success of reform efforts at the classroom level remains mixed and researchers have offered a variety of explanations.…”

“…These studies have been conducted within various content areas, including science and mathematics education, and similarly suggest that the effectiveness of reform efforts are largely dependent on teachers' ability or inability to modify their fundamental or central beliefs about what it means to teach and to learn. These are the beliefs that shape who they are as teachers and, therefore, their instructional decisions (Battista, 1994;Haney, Czerniak, & Lumpe, 1996;Haney & McArthur, 2002;Laplante, 1997;Smith, 2005).…”

Teachers' professional growth during the development and class enactment of context-based chemistry student learning material

“…The knowledge base for teaching has been the subject of many studies (Barnett & Hodson, 2001;Cochran, DeRuiter & King, 1993;Laplante, 1997;Loughran, Mulhall & Berry, 2004;Shulman, 1987;Van Driel, Verloop & de Vos, 1998;Veal, 2004;Yerrick, Park & Nugent, 1997(Laplante, 1997. A teachers' knowledge base consists of academic knowledge, pedagogical content knowledge, and experiential knowledge.…”

Cheminement éthique d’un chercheur engagé en recherche collaborative

“…Mais l'enseignement sur le terrain, dans la salle de classe, semble avoir peu progressé. Les raisons de cette situation sont complexes et sont explorées ailleurs (Laplante, 1997a(Laplante, , 1997b. Le développement et la mise à l'essai d'une unité de travail ont permis aux préoccupations des chercheurs et des praticiens de se rejoindre.…”