Comparing Science Teachers' Beliefs and Practices With Formal-Informal Learning Environments and Activities for STEM Education

• In Event: Impacts and Implications of Participation in Informal Science Education for Students' Science Engagement and Teachers' Practice

Abstract

This study compared 69 science teachers’ beliefs and practices with formal and informal collaborations and activities for STEM teacher education in a large urban environment. Although majority of the teacher identity variables showed no significant differences between the grouping variables, teacher’s age group and grades taught, results evinced patterns of similar practice and beliefs in the teacher identity construct. More than 70% of the K-12 teachers believe that students learn science best through field trips, interaction of objects in the classroom, coupled with direct lecture and “hands-on|” instruction. However, significant mean differences for effect size were found between the male and female science teachers’ beliefs and practices in the classroom.

Authors

• Sharon Anne O'Connor-Petruso, Brooklyn College - CUNY

• Jennifer Dawn Adams, Brooklyn College - CUNY

• Eleanor A. Miele, Brooklyn College - CUNY