The Nature and Influence of Teacher Beliefs and Knowledge on the Science Teaching Practice of Three Generalist New Zealand Primary Teachers

Anderson, Dayle

doi:10.1007/s11165-014-9428-8

Cited by 40 publications

(24 citation statements)

References 38 publications

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“…34 This training was done as it was thought to facilitate science teaching and learning, particularly of learners in terms of science literacy and the nature of science using inquiry-based learning. 19 Seven teachers (Bernie, Carla, Jacob, Fransie, Glory, Jade and Ina) confirmed that they hosted mini-expos for learners in their school, and they indicated that they believed that the Expo was good for learners as they learnt how science functions beyond the normal expectation of school-or curriculum-bound science. Six teachers (Carla, Annlin, Bernie, Jacob, Ina and Jade) mentioned the methodological integration of science expo activities into the school science curriculum and stated that this was educationally worthwhile for both the teachers and learners.…”

Section: Volume 113 | Number 7/8 July/august 2017mentioning

confidence: 94%

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Teacher participation in science fairs as professional development in South Africa

Mbowane¹,

Villiers²,

Braun³

2017

S. Afr. J. Sci.

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This research was undertaken to understand the perceptions of the Physical Sciences teachers who participate in the South African ‘Eskom Expo for Young Scientists’, regarding the educational significance of the science fair, and the extent to which expo participation provides an opportunity for professional development. The educational significance of this article is found in its contribution to the professional identity of teachers in their roles as organisers, mentors and judges. The model of Beijaard et al. (Teach Teach Educ. 2004;20:107–128) was used to characterise the teachers’ professional identity in terms of professional knowledge, attitudes, beliefs, norms and values, as well as emotions and agency. Interviews with the Physical Sciences teachers were analysed using thematic analysis, ultimately interpreting and linking the categories of responses to the theme of professional identity. The study found that expo participation contributes to pedagogical knowledge, content knowledge (as both procedural and declarative or factual knowledge) and pedagogical content knowledge. Self-efficacy beliefs were strengthened, positive attitudes were developed, and strategies of inquiry-based learning and effective methodological instruction were observed during participation, which contributed to the participants’ school-based teaching. Teachers learn both from their engagement with learners, and through networking opportunities with fellow teachers. Teachers themselves value these aspects, and consequently, science fair participation is a sustainable form of professional development. It is recommended that the opportunity for professional development that is provided by teachers’ participation in such school-level science fairs should be acknowledged and promoted by schools and fair organisers.

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Section: Volume 113 | Number 7/8 July/august 2017mentioning

confidence: 94%

“…Rollnick and Mavhunga 18 refine PCK as topic specific PCK. Anderson 19 reports that teachers' beliefs about their goals of science education and the nature of science have a strong impact on classroom practice. Norms and values manifest in facilitation and contextual interaction.…”

Section: Conceptual Framework: Professional Identity and Rolesmentioning

confidence: 99%

Teacher participation in science fairs as professional development in South Africa

Mbowane¹,

Villiers²,

Braun³

2017

S. Afr. J. Sci.

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“…A diferencia de los conocimientos, las creencias incluyen percepciones, suposiciones, compromisos, actitudes, valores, y están más ligadas a componentes afectivos y evaluativos (Pajares, 1992). Las creencias del profesor sobre las ciencias, los objetivos que se persiguen con su enseñanza, y sobre los procesos de enseñanza y aprendizaje de las ciencias se relacionan con las competencias científicas promovidas en el alumnado (Martínez y González, 2014) e influencian las prácticas docentes desarrolladas en el aula (Anderson, 2015;Lotter, Harwood y Bonner, 2007;Mansour, 2009). Las concepciones y prácticas del profesorado de educación primaria y secundaria constituyeron la base sobre la que Fernández y Elórtegui (1996) llegaron a diferenciar modelos didácticos en la enseñanza de las ciencias.…”

Section: Antecedentesunclassified

Rasgos del profesorado asociados al uso de diferentes estrategias metodológicas en las clases de ciencias

Gil-Flores

2017

ensciencias

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Gil Flores, J., (2017) Rasgos del profesorado asociados al uso de diferentes estrategias metodológicas en las clases de ciencias. RESUMEN • En este trabajo se analiza la actuación en el aula del profesorado que imparte ciencias en educación secundaria obligatoria, considerando una muestra de 365 profesores españoles de ciencias que participaron en la encuesta TALIS 2013 (Teaching and Learning International Survey) promovida por la OCDE. Se identificaron dos tipos de estrategias metodológicas próximas a una enseñanza dirigida por el profesor (tradicional) y una enseñanza centrada en el alumno (alternativa). Además, fueron exploradas algunas de las características personales y profesionales de los docentes vinculadas al empleo de cada estrategia metodológica. Los resultados vinculan la metodología alternativa a la colaboración profesional, las creencias constructivistas y la participación en actividades de desarrollo profesional efectivo.PALABRAS CLAVE: educación secundaria obligatoria; metodologías de enseñanza; profesorado de ciencias; características del profesorado; estudio TALIS. ABSTRACT • In this paper we have analysed the Science teacher´s classroom practices in Compulsory Secondary Education. We used a sample of 365 Science Spanish teachers who took part in TALIS 2013 (Teaching and Learning International Survey), promoted by the OECD. We identified two methodological strategies based on teacher-directed and student-centred instruction. We explored some personal and professional characteristics of teachers associated to the use of instructional strategies. The results link alternative teaching methods to professional collaboration, constructivist beliefs and participation in effective professional development activities.

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“…identify strategies and using evidence rather than memorizing facts and content [4]. The confidence and the good science teachers' ability about the content and pedagogical practices in teaching will affect the student's experience in learning including in directing student reasoning ability [2]. Reasoning ability can be trained and developed in the school.…”

Section: Introductionmentioning

confidence: 99%

Teachers' Ability to Integrated Reasoning and Student Wellbeing in Pedagogical Content Knowledge

Destiansari¹,

Widodo²,

Purwianingsih³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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Abstract-This research aimed to analyze the teachers' ability in integrating reasoning and students' wellbeing in the PCK. Research method used was case study. The subject of research is two science teachers in grade VII of junior high school in Bandung. Teachers' PCK were analyzed before and after reasoning and students' wellbeing training. The results showed that PCK early made by teachers have not integrated reasoning and students' wellbeing yet. After being given training, teachers developed their PCK and integrated reasoning and students' wellbeing at PCK. The integration of reasoning in the PCK were presented with the questions created by teachers which asked the reasons based on the students' answers. Students' wellbeing which considered by the teacher at PCK is linked to the cognitive domain of students' wellbeing itself. Description of teacher reflection illustrates that teachers have the ability to integrate reasoning and students' wellbeing into the PCK.

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The Nature and Influence of Teacher Beliefs and Knowledge on the Science Teaching Practice of Three Generalist New Zealand Primary Teachers

Cited by 40 publications

References 38 publications

Teacher participation in science fairs as professional development in South Africa

Teacher participation in science fairs as professional development in South Africa

Rasgos del profesorado asociados al uso de diferentes estrategias metodológicas en las clases de ciencias

Teachers' Ability to Integrated Reasoning and Student Wellbeing in Pedagogical Content Knowledge

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