Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?

Uzuntiryaki E., BOZ Y., Kirbulut D., Bektas O.

RESEARCH IN SCIENCE EDUCATION, cilt.40, sa.3, ss.403-424, 2010 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40 Sayı: 3
  • Basım Tarihi: 2010
  • Doi Numarası: 10.1007/s11165-009-9127-z
  • Dergi Adı: RESEARCH IN SCIENCE EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.403-424
  • Anahtar Kelimeler: Teacher beliefs, Science teacher education, Teaching practice, Constructivism, Pre-service teachers, CONCEPTUAL CHANGE, SCIENCE, KNOWLEDGE, INQUIRY, SENSE
  • Erciyes Üniversitesi Adresli: Hayır

Özet

This study aimed to explore pre-service chemistry teachers' beliefs about constructivism and the influence of their beliefs in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service teachers in order to understand their belief structures. Pre-service teachers' beliefs about constructivism were classified in three categories which are weak, moderate, and strong conceptions of constructivism. For detailed exploration, three cases of pre-service teachers representing these three categories were selected. The findings of this study showed that most pre-service teachers in this study did not have a strong conception of constructivism and the relationship between the pre-service teachers' beliefs and their practice was not clear-cut.