What Happens When a Teacher’s Science Belief Structure Is in Disequilibrium? Entangled Nature of Beliefs and Practice

Martin, Anita M.; Park, Soonhye; Hand, Brian

doi:10.1007/s11165-017-9644-0

Cited by 14 publications

(6 citation statements)

References 32 publications

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“…These conflated terms may derail teachers from truly meeting inquiry-based standards (Anderson, 2002;Crawford, 2007). Martin, Park, & Hand (2019) found that teachers beliefs about students learning science through inquiry and their choices in the classroom are sometimes at a disequilibrium resulting in science teaching that does not truly reflect inquirybased instruction.…”

Section: Inquiry-based Learning In Science Educationmentioning

confidence: 99%

“…What teachers know and believe about science, teaching, and their own knowledge shapes their choices in planning and teaching in their science classrooms (Crawford, 2007;Martin, et al, 2019). A teacher's knowledge about science content or about teaching practices will "shape how the teacher might respond to student questions and inquiries" (Crawford, 2007, p. 615).…”

Section: Inquiry-based Learning In Science Educationmentioning

confidence: 99%

“…The push for inquiry-based learning in science classrooms has been met with anxiety and oftentimes low teaching self-efficacy among science teachers (Martin, et al, 2019). Professional development offers an opportunity for teachers to gain confidence through experiencing a real research lab.…”

Section: Introductionmentioning

confidence: 99%

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2022

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We are happy to present to you the 2022's Spring issue of our journal. The IAFOR's Journal of Psychology & the Behavioral Sciences covers a variety of empirical studies about applications of psychological theories in educational and mental health settings. Moreover, the journal showcases studies that investigate topics regarding human development, psychological outreach services, family studies, as well as articles addressing the needs of at-risk children, youth and families, and vulnerable populations.The IAFOR Journal of Psychology & the Behavioral Sciences is a peer-reviewed, editorially independent, and an interdisciplinary journal associated with the IAFOR (The International Academic Forum) conferences on Psychology and the Behavioral Sciences. This issue is devoted to several interdisciplinary studies which represent diverse topics, cultures, and disciplines in the fields of psychology and the behavioral sciences. All manuscripts published in the journal have been subjected to the thorough and accepted processes of academic peer review. Some of the articles are original, and some are significantly revised versions of previously presented papers or published reports in the IAFOR's conferences and proceedings.We want to express our sincere appreciation to all reviewers for taking time from their busy schedules to review each assigned manuscript and offer their professional expertise and recommendations for improvement of these published articles. Also, we like to take this opportunity to acknowledge the hard work of our support staffs at the IAFOR who were involved with the publication of this journal.Please note that we are seeking manuscripts for our upcoming 2022 and 2023 issue.s Below is the link to the journal's web page for your attention; please review this web page to become familiar with the journal's objectives and the submission guidelines for authors: http://iafor.org/publications/iafor-journals/iafor-journal-of-psychology-and-the-behavioralsciences/ If you have any questions, please do not hesitate to contact us, otherwise please send your manuscript to the journal's editors below. Thank you for considering this invitation, and we look forward to hearing from you soon.

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Section: Inquiry-based Learning In Science Educationmentioning

confidence: 99%

Section: Inquiry-based Learning In Science Educationmentioning

confidence: 99%

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2022

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Section: Lecturers' Beliefs Self-efficacymentioning

confidence: 99%

“…Lecturers' beliefs refer to the ways that lecturers think about their actions (Clark & Peterson, 1986;Dewey, 1933;Martin, Park, & Hand, 2019). Beliefs influence lecturers' actions in specific classroom practices for the sake of enhancement of student learning (Dewey, 1933;Nespor, 1987;Pajares, 1992), including that of science education (Boesdorfer, Del Carlo, & Wayson, 2019;Lumpe, Haney, & Czeniak, 2000;Martin et al, 2019). Boesdorfer and colleagues (2019) reveal that science teachers' beliefs about student learning of science and their instructional practices are connected and that teachers' practices are viewed as enactment of what teachers believe is best for student learning.…”

Section: Lecturers' Beliefs Self-efficacymentioning

confidence: 99%

Lecturers’ Beliefs and Agency about Active Learning in English For Specific Purposes Classes

Nguyen

2020

IJLTER

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This paper examines how English for Specific Purposes lecturers changed their teaching strategies that align with their beliefs about active learning at a Vietnamese university. There is a growing interest in making changes in tertiary instructional practices to involve students in active learning in response to increasing international contexts. Significant reforms of higher education in Vietnam have called for the quality of education, particularly foreign language teaching and learning. Thus, it requires teachers to change not only thinking about new instructional ways but also role shift in improving student learning. However, there is a paucity of research into how science lecturers perceive their practice changes as improving student learning in interactive and dynamic ways. This paper draws on data collected as part of a qualitative action research study including interviews, classroom observations, and planning meetings over three-semester periods. The focus of this study is on the data which examined how five lecturers perceived and implemented active learning strategies. The findings indicate lecturers' positive beliefs about the change process and their growing awareness of the need for role changes in their practices, thereby associating change with their agency in the change process. Pedagogical implications for policymakers and ESP lecturers are also considered.

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Exploring the impact of an intervention on pre‐service science teachers' attitudes and beliefs about gender and sexual diversity‐inclusive science teaching

Wright,

Delgado,

Mendoza

2024

J Res Sci Teach

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Exploring how science teacher education programs can prepare science teachers to support gender and sexually diverse students remains an important area for research. A 5‐week intervention was designed for pre‐service science teachers' (PSSTs), addressing gender and sexual diversity (GSD). The effects of the intervention on PSSTs' attitudes and beliefs about GSD‐inclusive science teaching (GSDST) were explored using a multiple case study research design. In addition, the design elements of the intervention that were perceived as most significant were identified. Our results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small effect sizes after the intervention, which did not reach statistical significance. Using thematic analysis, three themes were identified to characterize how their attitudes and beliefs changed throughout the intervention: GSDST is perceived as important for student safety; an “add LGBT and stir” approach to GSDST; and uncertainty of GSD language. Five design features of the intervention that were perceived as most impactful were group dialog; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and lesbian, gay, bisexual, transgender, and queer scientists; and relevant case studies. The findings contribute to understanding how science teacher education programs can impact PSSTs' attitudes, beliefs, and intended enactment of GSDST consistent, with recent calls for GSD equity in science education.

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What Happens When a Teacher’s Science Belief Structure Is in Disequilibrium? Entangled Nature of Beliefs and Practice

Cited by 14 publications

References 32 publications

Untitled

Untitled

Lecturers’ Beliefs and Agency about Active Learning in English For Specific Purposes Classes

Exploring the impact of an intervention on pre‐service science teachers' attitudes and beliefs about gender and sexual diversity‐inclusive science teaching

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