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Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers
Journal of Education and Learning, 2017
Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about r...
International Journal of Research, 2013
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...
School Science and Mathematics, 2013
This article describes the development and the initial validation of an instrument that can be used to assess teachers' beliefs about science teaching and learning. The instrument, which is called the Beliefs About Reformed Science Teaching and Learning (BARSTL) questionnaire, draws on the current national science education reform efforts in order to define a traditional-reformed teaching and learning belief continuum that can be used to map teachers' beliefs. The reliability and validity of the instrument were examined using a multiple perspective approach. The psychometric properties of the BARSTL suggest that it is a valid and reliable instrument for measuring prospective elementary teachers' beliefs about science education.
Science Teachers’ Beliefs as Barriers to Implementation of Constructivist-Based Education Reform
Journal of Baltic Science Education, 2012
A new Science and Technology program had been applied in Turkey since 2005. Constructivism has been the predominant influence on the program. Accordingly, science teachers are expected to have beliefs that are consistent with constructivism. However, the question of “what are the Turkish science teachers’ beliefs” is important because, the success of the program is dependent upon the teachers’ beliefs. This paper reports on the investigation of the science teachers’ beliefs about teaching science, learning science and managing behavior problems and any relationships among these belief systems. Data were collected through interviews with 18 science teachers. Results indicated that most of the science teachers held transitive beliefs about teaching science, and traditional beliefs about learning science and managing behavior problems. While teachers with 1-10 years experiences held a constructivist belief, this belief gave way to traditional belief as the teaching experience advanced....
International Journal of Innovation in Science and Mathematics Education, 2018
The purpose of this mixed-methods study was to examine the relationship between teachers' beliefs about their teaching and their classroom practices based on interviews and classroom observations across eight elementary science teachers. A quantitative research analysis showed there was a statistically positive correlation between their beliefs and practices. However, only three teachers' belief categories were coherent with classroom practices. We argue that there is a complex understanding of tension between the two entities. Those teachers with traditional teaching profiles noted that centralized exams and a strict curriculum limited their classroom practices. Implications for this study about the practice of reform-based teaching are discussed.
Turkish Preservice Elementary School Teachers' Beliefs About The Nature of Science 1
This study samples the Turkish pre-service elementary teachers' beliefs about the nature of science. The questionnaire consists of two parts. In the first part five open-ended questions were used from Lunetta and Koul (1996) to asses pre-service teachers' ability to incorporate the nature of science in their teaching. The second part is based on Taylor and Frasers' cross-national study (1997) on constructivist classroom environments and science teachers' beliefs in Australia and Taiwan. The Beliefs About Science and School Science Questionnaire (BASSSQ) in that study was used to collect quantitative data on pre-service teachers' beliefs about the nature of science. The research was conducted in Fall 1996 at Marmara University Faculty of Education, Istanbul, Turkey. Twenty-one pre-service elementary teachers volunteered to respond the questionnaire. It was found that pre-service teachers believe in the objectivity of scientific knowledge and yet believe that it is subject to change.