Development of Middle School Science and Mathematics Teacher Beliefs Through Online Instruction: A One-Year Study

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Abstract

Understanding teachers’ beliefs is important it influences teacher decisions. With emphasis on STEM education, it is also critical to examine beliefs of those that integrate science in the classroom. This study of N=21 middle school science and mathematics teachers found one year of a graduate online program that emphasized inquiry-based instruction and student-centered frames-of-mind influenced participants’ beliefs. Overall, all participants veered toward more student-centered beliefs. Beliefs about teaching and beliefs about learning both veered towards more student-centered position. It was also found that teachers’ beliefs significantly changed regardless of years of experience. This study found science teachers’ beliefs changed significantly while mathematics teachers’ beliefs did not. Findings from this study support the notion that formal knowledge impacts teacher beliefs.

Author

• Sissy S. Wong, University of Houston