The Relationship between
Teachers’ Knowledge and Beliefs
about Science and Inquiry and
Their Classroom Practices

Saad, R. Md.; BouJaoude, Saouma

doi:10.12973/eurasia.2012.825a

Cited by 39 publications

(11 citation statements)

References 23 publications

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“…Contraly, the finding from this study seems to suggest a lack of correlation between teachers' understanding and perceptions about IBSE, and their classroom practice. This phenomenon was also observed by other researchers (Ramnarain & Hlatshwayo, 2018;Saad & BouJaoude, 2012) who found a negative correlation between teachers' beliefs and the implementation of IBSE. It appears that although the participants support the implementation of IBSE, pedagogical challenges prevent them from adopting the teaching approach in their classrooms.…”

Section: Discussion Of Findingssupporting

confidence: 86%

“…Literature also presents counter-arguments about assertions that beliefs influence practice. For instance, a study conducted by Saad and Boujaoude (2012) in Lebanon, involving 34 teachers showed that holding positive beliefs about IBSE does not necessarily translate into implementation in the classroom. Considering the varied views about the relationship between knowledge, attitudes and practice, an exploration of life science teacher's knowledge, perceptions and practices of IBSE became necessary to understand life science teachers' reluctance to implement IBSE in their classrooms.…”

Section: Introductionmentioning

confidence: 99%

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Life Sciences Teachers’ Understanding, Perceptions and Adoption of Inquiry-Based Science Education in Selected South African High Schools

Kazeni¹,

Mkhwanazi²

2021

Education and New Developments 2021

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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption of IBSE. Despite the growing consensus about the cognitive and motivational benefits of IBSE, this pedagogical approach is seldom implemented by life science teachers, due to various factors. This qualitative research, involving a case study, explored the knowledge, perceptions, and adoption of IBSE by four life sciences high school teachers, conveniently selected from public schools around Johannesburg, in South Africa. Data were collected using semi-structured interviews, and the findings show that participating teachers have substantial knowledge and positive perceptions of IBSE. However, they are less inclined to adopting IBSE in their life science classrooms due to inhibiting factors. We recommend the training of life sciences teachers in effective way of abating the constraints of implementing IBSE effectively.

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Section: Discussion Of Findingssupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Life Sciences Teachers’ Understanding, Perceptions and Adoption of Inquiry-Based Science Education in Selected South African High Schools

Kazeni¹,

Mkhwanazi²

2021

Education and New Developments 2021

View full text Add to dashboard Cite

show abstract

“…The magnitude of individual self-efficacy is also determined when dealing with failure, and physiological conditions, in particular the presence or absence of fatigue, anxiety, apathy or sadness. Saad and Boujaoude, (2012), Smolleck and Morgan (2011) revealed that self-efficacy is a powerful paradigm that can increase confidence and operate on the basis of motivation. While social theory described four types of information sources which are the main principles for building self-efficacy trust is sourced from the student's selfexperience, the experience of others, physical or psychological condition, and from the verbal persuasion of the lecturer (Mauer et al, 2017).…”

Section: Self-efficacymentioning

confidence: 99%

Integration of Project Activity to Enhance the Scientific Process Skill and Self-Efficacy in Zoology of Vertebrate Teaching and Learning

Hernawati

Amin

Irawati

et al. 2018

EURASIA J MATH SCI T

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This study is a quantitative research conducted to analyze the integration of project activity to increase the scientific process skill and self-efficacy. While uncovering the effect of each indicator of every predictor, a descriptive qualitative analysis has been done. Respondents in this research were biology students in teacher. The sample of 30 respondents were taken by random sampling technique. Research instruments were in the form of scientific process skill test and self-efficacy inventory. The hypothesis was tested using Analysis of Variance (ANOVA). Integration of project activity has significant effect towards scientific skill process at 0.038 with F value of 4.524 and also have a significant effect for self effication at 0.018 with F value of 0.018. Based on results analysis, it is concluded that there was an effect of project activity integration in Zoology of Vertebrate teaching and learning on pre-service teachers' scientific process skill and self-efficacy, with significance level of 0.05.

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“…Hence, there is a great need to examine attitudes toward the teaching of these subjects early in initial teacher education (Blalock et al, 2008;Saad & Boujaoude, 2012). Thus, teacher education programs could consider providing formative instances that aim to…”

Section: Attitudes Toward Teaching Science and Mathematicsmentioning

confidence: 99%

Profiles of Pre-Service Primary Teachers: Attitudes, Self-Efficacy, and Gender Stereotypes in Teaching Science and Mathematics

Navarro

Martin

Gómez-Arizaga

2022

EURASIA J Math Sci Tech Ed

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This descriptive study aims to analyze personality traits associated with gender and attitudes and self-efficacy towards teaching science and mathematics in pre-service primary teachers. Convenience sampling was used to select 92 pre-service primary teachers in Chile, who were administered a set of instruments to measure these variables; these instruments have displayed adequate levels of validity and reliability. Results show that an important percentage of pre-service primary teachers have low levels of self-efficacy and attitudes toward teaching these subjects and have personality traits that indicate marked gender stereotypes. Furthermore, the measured variables together generate distinct profiles of pre-service primary teachers. The implications of these results are discussed in relation to creating more equitable school environments that strive to attract more students, especially girls, to engage in science and mathematics.

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The Relationship between Teachers’ Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices

Cited by 39 publications

References 23 publications

Life Sciences Teachers’ Understanding, Perceptions and Adoption of Inquiry-Based Science Education in Selected South African High Schools

Life Sciences Teachers’ Understanding, Perceptions and Adoption of Inquiry-Based Science Education in Selected South African High Schools

Integration of Project Activity to Enhance the Scientific Process Skill and Self-Efficacy in Zoology of Vertebrate Teaching and Learning

Profiles of Pre-Service Primary Teachers: Attitudes, Self-Efficacy, and Gender Stereotypes in Teaching Science and Mathematics

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