Teacher Beliefs and Their Role in the Practicing of Science Education

• In Event: 33.080 - Poster Session 6
  In Poster Session: 33.080-3 - Motivational and Cognitive Processes: Teachers' Beliefs, Judgments, and Knowledge

Abstract

This research addresses the ‘what’ and ‘how’ of teacher planning and instruction within their science classrooms as framed within dimensions of their own beliefs about science and teaching. The two-year study uses a qualitative approach based in elements of grounded theory where each of six participants is treated as an independent case utilizing replication logic across cases. Case study methodology data sets include documentation, bracketing interviews, direct observation, and student survey responses. The findings consider teachers’ beliefs about their capacity to teach science as inquiry, before comparing the similarities and differences in teachers’ and students’ usage and beliefs about their capabilities with new informal/formal technologies. Findings indicate a complex relationship exists that bridge student motivations, pedagogy and integration of technology.

Authors

• Brett E. Shelton, Boise State University

• Jeffrey Olsen, Utah State University

• Max L. Longhurst, Utah State University