Examining the beliefs of prospective elementary and science teachers regarding reformed science teaching and learning
Yazarlar (2)
Prof. Dr. Ayhan KARAMAN Sinop Üniversitesi, Türkiye
Doç. Dr. Pınar KARAMAN Sinop Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
|
||
| Dergi Adı | The International Journal of Research in Teacher Education | ||
| Dergi Tarandığı Indeksler | Citefactor, Worldcat, Academic Keys, Asos, Türk Eğitim İndeksi, Directory of Research Journals Indexing, Ulrichsweb | ||
| Makale Dili | İngilizce | Basım Tarihi | 05-2013 |
| Cilt / Sayı / Sayfa | 4 / 3 / 1–9 | DOI | – |
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
|
||
| Özet |
| Turkey following the footsteps of western education system is nowadays struggling to implement constructivist paradigm in its schools. The success of the integration of constructivist elements into the schools is heavily contingent upon the support of teachers. This necessitates that the ideas advocated in constructivist reform movements should be promoted adequately in the preparation of teacher candidates. Therefore, investigating the beliefs of prospective teachers regarding reformed science teaching and learning becomes crucially important for an accurate portrayal of the current structure of the teacher profiles. This study focuses on the beliefs of prospective elementary and science teachers regarding reformed science teaching and learning. An adapted version of the BARSTL (Beliefs about Reformed Science Teaching and Learning) questionnaire developed originally by Sampson, Grooms and Enderle (2013) was delivered to a total of 393 first-year elementary and science teachers. The reformed science teaching and learning beliefs of prospective teachers with respect to their majors, genders and type of high school from which they graduated was investigated using independent samples t-test statistics and one-way ANOVA statistics. The results of the study indicate that many prospective teachers regardless of their majors adopt traditional perspectives in science teaching and learning. Particularly, prospective elementary and science teachers scored lower on “how people learn about science” and “the nature of the science curriculum” sub-dimensions of the BARSTL questionnaire, which implies that traditional beliefs are more dominant … |
| Anahtar Kelimeler |
