Resolving an Integrative Conundrum: The Beliefs and Practices of Beginning and Experienced Physics Teachers

• In Event: Indigenous and Non-Western Cultural Science Perspectives and Their Implication for Science Education

Abstract

This study examined the beliefs about physics learning and teaching and the instructional practices of five beginning teachers (BTs) and seven experienced teachers (ETs) from Singapore. Our study was implemented in the unique context of teachers teaching the topic of “electricity” to students grouped according to academic abilities. The ETs, compared to the BTs, tended to espouse beliefs about teaching and learning physics that were more constructivist-oriented. The teachers’ beliefs about learning and beliefs about teaching physics were generally incongruent. The teachers’ classroom practices were more aligned with the former. Although transmission- and teacher-directed practices dominated the class lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the ETs.

Authors

• Imelda Santos Caleon, National Institute of Education - Nanyang Technological University

• Yuen Sze Michelle Tan, University of British Columbia

• Young Hoan Cho, Seoul National University