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An analysis of elementary teachers' beliefs regarding the teaching and learning of science
Author(s) -
Levitt Karen E.
Publication year - 2002
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.1042
Subject(s) - mathematics education , context (archaeology) , science education , school teachers , psychology , pedagogy , teacher education , teaching method , science learning , primary education , paleontology , biology
The purpose of this study was to ascertain the beliefs of elementary teachers regarding the teaching and learning of science and the extent to which the teachers' beliefs were consistent with the philosophy underlying science education reform. Sixteen teachers from two school districts involved in a local systemic initiative for science education reform participated in the study. Each teacher was observed teaching a lesson from the program. The observation served as the context for an interview with the teacher regarding his or her beliefs about the teaching and learning of science. One overarching belief emerged: Teachers believe that the teaching and learning of science should be student centered. Five patterns of teachers' responses support this characterization of the teachers' belief. Although varying gaps exist between the teachers' beliefs and the principles of reform, the teachers' beliefs suggest that the teachers are moving in a direction consistent with science education reform. A modified case study of three teachers represents the patterns of beliefs expressed by teachers. © 2001 John Wiley & Sons, Inc. Sci Ed 86: 1–22, 2001.