A longitudinal study to identify prospective science teachers' beliefs about science teaching using the draw-a-science-teacher-test checklist (original) (raw)
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Journal of Educational and Psychological Sciences
The purpose of this study was to measure the beliefs about science teaching and learning that student teachers construct prior and after a coursework in science teaching methods. The subjects of this study included 45 elementary student teachers attending the College of Educational Sciences at the Hashemite University, Jordan. All students were enrolled in their first science methods course during the fall semester of the academic year 2001/2002. The Draw-A-Science-Teacher-Test Checklist (DASTT-C) instrument, that measures students' illustrations of themselves as "a science teacher at work", was administered to the student teachers during the first meeting of their science methods course, and at the end of the course. Analysis of the illustrations revealed that most student teachers depicted less traditional student-centered elements of teaching and classroom images at the end of the course. The results support proper training of science teachers in order to improve their beliefs and practices of teaching and learning science for a systematic long lasting reform.
Pre-service Science Teachers’ Beliefs about Science Teaching and Perception of the Nature of Science
The Electronic Journal of Science Education, 2017
For the successful implementation of educational reforms that aims to get students to be active learners, it has to be realized that teachers are the actual determiners of the classroom curriculum. Therefore, teachers who are in the position of the administrators of these reforms should be supported and should develop positive beliefs about the implementation of these reforms. The aim of current research was to determine relationship between pre-service science teachers’ beliefs about science teaching and perception of the nature of science. Sample of the research was comprised of 37 senior students in the department of elementary science education. “Teacher Belief Interview”, (Luft & Roehrig, 2007) and Views of Nature of Science Questionnaire (Lederman et al., 2002) were used. Results from the questionnaires and the interview were used to construct individual teacher’s profiles which were used to identify relationships between their beliefs and perception of nature of science. Addi...
Teaching Style among Science Teachers in Secondary Schools
2020
Teachers in the 21st century need to improve the quality of teaching and learning. The quality of teachers' teaching style is one of the influential factors in producing a more effective learning environment. This study aims to identify the teaching style among science teachers in secondary schools. This quantitative study involved 320 high school students in Johor, Malaysia. The instrument used to obtain the data was a questionnaire consisting of 45 items, including demographic and Grasha Teaching style. Survey results were analyzed using the Statistical Package for The Social Science (SPSS) version 20.0 software for descriptive and inferential statistical analysis. This research found that expert style, formal authority style, personal models style, facilitators style, and delegator style used by science teachers. However, the facilitator style is the most often used teaching style by science teachers in the teaching and learning process. Besides, the findings of this study sh...
To gain a better understanding of teachers' beliefs about teaching, as compared with their in-reality classroom practices, case studies were constructed with four science teachers in different schools in Egypt. The main aims of this article were to provide an answer to the research question, 'To what extent do science teachers' beliefs correspond to their practices?' and to explore the contextual factors that can explain the difference, the consistency or inconsistency, between teachers' beliefs and practices. The study collected data for each teacher using semi-structured interviews, notes taken while observing classes, and teachers' notes, journals, and lesson plans concerned with STS lessons. The data were analysed using the constant comparative method around common themes, which were identified as distinctive features of teachers' beliefs; these same themes were then compared with their practices. Results showed that a few of the in-service science teachers' pedagogical beliefs aligned with constructivist philosophy. Some of the teachers' beliefs were consistent with their practices, especially the traditional beliefs, while some of teachers' practices were conflicted with their beliefs in different contexts.
Investigation of Prospective Science Teachers' Learning Approaches in Terms of Different Variables
DergiPark (Istanbul University), 2018
The aim of the study is to examine the learning approaches of prospective science teachers in terms of different variables. Survey method was used in the study. The study group consists of a total of 274 prospective teachers from the department of science education of a university in the Western Black Sea region during the fall semester of 2015-2016. Learning Approach Scale have been used for data collection. The scale consists of two subscales: Meaningful Learning Approach Scale and Rote Learning Approach Scale. SPSS 22 program was used to analyze the data and statistics of variables were performed. It has been concluded that the scores of prospective science teachers on rote and meaningful learning approach subscale did not change significantly according to (1) gender, (2) class level; (3) the rote learning approach subscale showed a significant difference according to the liking of the program, it was determined that the meaningful learning approach subscale did not show a significant difference according to the liking of the program and (4) there is no relation between rote learning approach subscale and meaningful learning approach subscale. Suggestions have been developed according to the results of the research.
Freshman student teachers’ beliefs about science teaching – A mixed methods study
This paper describes a study attempting to evaluate different aspects of freshman science student teachers' beliefs on science teaching. Data was collected from 180 science student teachers from four different German universities at the very beginning of their university science teacher education program. The study gathered both qualitative and quantitative data. Student teachers were asked to draw pictures of themselves as science teachers in a typical classroom situation and to answer four open questions. Also, the participants filled out two Likert-type questionnaires evaluating their beliefs about the curriculum emphasis and the nature of school science. The present paper provides an account of the study and reports on differences among groups of student teachers following different programs of study (secondary school chemistry, physics, or biology, or primary school science). Evidence from the study indicates that a high diversity of beliefs and specific tendencies exists among the different groups of students. At least the qualitative data suggest that chemistry and physics student teachers seem to hold more traditional beliefs, whereas biology and primary science student teachers have more progressive beliefs. The final section of the paper suggests initial ideas of how to integrate the data from qualitative and quantitative sources.
Pre-Service Science Teachers’ Mental Models about Science Teaching
The main purpose of this study is to explore preservice science teachers’ mental models of science teaching. Additionally it is investigated whether there is a significant correlation between their gender and grade levels in terms of mental models. The sample of this study composed of 300 (111 males and 189 females) pre-service science teachers from Turkey. As a data collection instrument “Draw a Science Teacher Test-Checklist (DASTT-C)” was used. The test was made up two sections. In the first section of the DASTT-C, the pre-service science teachers were asked to “Draw a picture of yourself as a science teacher”. In the second section, they were asked to give answers to the questions “What is the science teacher doing? and what are the students doing?” regarding their drawings. The data was the coded according to the rubric and analyzed with SPSS. The results of study showed that pre-service science teachers’ mental models of science teaching were in the categories of conceptual teaching (61%), exploratory or inquiry/constructivist teaching (22%), and explicit/didactic teaching (17%). There was no significant difference between male and female but there was significant difference between the grade levels in favour of senior levels with regard to their mental models of science teaching. In the light of the results, some suggestions were made for further studies.
Consistencies and Inconsistencies Between Science Teachers’ Beliefs and Practices
International Journal of Science Education, 2013
To gain a better understanding of teachers' beliefs about teaching, as compared with their in-reality classroom practices, case studies were constructed with four science teachers in different schools in Egypt. The main aims of this paper were to provide an answer to the research question, "How far do science teachers' classroom practices reflect their beliefs?" and to explore the contextual factors that can explain the difference, the consistency or inconsistency, between teachers' beliefs and practices. The study collected data for each teacher using semi-structured interviews, notes taken while observing classes, and teachers' notes, journals and lesson plans concerned with STS lessons. The data were analysed using the constant comparative method around common themes, which were identified as distinctive features of teachers' beliefs; these same themes were then compared with their practices. Results showed that a few of the inservice science teachers' pedagogical beliefs aligned with constructivist philosophy. Some of the teachers' beliefs were consistent with their practices, especially the traditional beliefs, while some of teachers' practices were conflicted with their beliefs in different contexts.
Eurasia Journal of Mathematics, Science and Technology Education
This paper presents a pilot case study on developing a qualitative tool to evaluate science student teachers’ beliefs concerning science teaching and learning. The study is based on student teachers’ drawings of themselves in a typical classroom situation and four open questions. Data was collected from 104 freshman science student teachers, and evaluated based on the basic tenets of Grounded Theory. Applying Grounded Theory led to a framework of categorising the student teachers’ beliefs in three categories: (I) Beliefs about Classroom Organisation, (II) Beliefs about Teaching Objectives, and (III) Epistemological Beliefs. All three categories were expanded to a dimension between more traditional beliefs and beliefs in line with modern educational theory. The participants in the study were from different groups of student teachers in one of four domains of science teaching: secondary school Biology, Chemistry or Physics or Primary Science. The tool proved to be interesting for gain...