Teacher Beliefs about Science Education

Science teaching practice is influenced by a teacher s beliefs about what students should learn and by other implicit beliefs related to teaching and learning science. Through this two-phased qualitative study, an understanding was sought about what middle school science teachers believe the purpose of science education and students understanding of science should be. The goal was to gain an understanding of these beliefs and see how that could help design more effective professional development initiatives.

Autorentext

Daniel Marmen is a middle school teacher who spent most of his thirty year career teaching math & science. While playing a role in the professional development of middle school science teachers in his district, he decides to pursue graduate studies at the University of New Brunswick. He received his Master of Education Degree in 2011.

Klappentext

Science teaching practice is influenced by a teacher's beliefs about what students should learn and by other implicit beliefs related to teaching and learning science. Through this two-phased qualitative study, an understanding was sought about what middle school science teachers believe the purpose of science education and students' understanding of science should be. The goal was to gain an understanding of these beliefs and see how that could help design more effective professional development initiatives.