Open Access

Importance of Teachers’ Beliefs in Development of Scientific Literacy


Cite

[l] AC. Available from: https://australiancurriculum.edu.au/f-10curriculum/science/?strand=Science+Understanding&strand=Science+as+a+Human+Endeavour&strand=Science+Inquiry+Skills&capability=ignore&priority=ignore&elaborations=true.Search in Google Scholar

[2] National curriculum in England: Science programmes of study. 2015. Available from: https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmesofstudy/nationalcurriculum-in-england-science-programmes-of-study.Search in Google Scholar

[3] NGSS Lead States. Next Generation Science Standards: For States, by States. Washington, DC: The National Academies Press; 2013. ISBN: 9780309272278.Search in Google Scholar

[4] SVP. 2015. Available from: http://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.Search in Google Scholar

[5] Artayasa IP, Susilo H, Lestari U, Indriwati SE. The effectiveness of the three levels of inquiry in improving teacher training students’ science process skills. J Balt Sci Educat. 2017;16:908-18. Available from: http://www.scientiasocialis.lt/jbse/files/pdf/vol16/908-918.Artayasa_JBSE_Vol.16_No.6.pdf.10.33225/jbse/17.16.908Search in Google Scholar

[6] Ramayanti S, Utari S, Saepuzaman D. Training students’ science process skills through didactic design on work and energy. J Phys: Conf Series. 2017;895:012110. DOI: 10.1088/1742-6596/895/1/012110.10.1088/1742-6596/895/1/012110Search in Google Scholar

[7] Walker JP, Van Duzor AG, Lower MA. Facilitating argumentation in the laboratory: The challenges of claim change and justification by theory. J Chem Educat. 2019;96:435-44. DOI: 10.1021/acs.jchemed.8b00745.10.1021/acs.jchemed.8b00745Search in Google Scholar

[8] Minner DD, Levy AJ, Century J. Inquiry-based science instruction - what is it and does it matter? Results from a research synthesis years 1984 to 2002. J Res Sci Teach. 2010;47:474-96. DOI: 10.1002/tea.20347.10.1002/tea.20347Search in Google Scholar

[9] Schroeder CM, Scott TP, Tolsen H, Huang TY, Lee YH. A metaanalysis of national research: Effects of teaching strategies on student achievement in science in the United States. J Res Sci Teach. 2007;44:1436-60. DOI: 10.1002/tea.20212.10.1002/tea.20212Search in Google Scholar

[10] Teig N, Scherer R, Nilsen T. More isn’t always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning Instruction. 2018;56:20-9. DOI: 10.1016/j.learninstruc.2018.02.006.10.1016/j.learninstruc.2018.02.006Search in Google Scholar

[11] Gibson HL, Chase C. Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Sci Educat. 2002;86:693-705. DOI: 10.1002/sce.10039.10.1002/sce.10039Search in Google Scholar

[12] Choirunnisa NL, Prabowo P, Suryanti S. Improving science process skills for primary school students through 5E instructional model-based learning. IOP Conf. Series: J Phys Conf Series. 2018;947:012021. DOI: 10.1088/1742-6596/947/1/012021.10.1088/1742-6596/947/1/012021Search in Google Scholar

[13] Lati W, Supasorn S, Promarak V. Enhancement of learning achievement and integrated science process skills using science inquiry learning activities of chemical reaction rates. Social Behavioral Sci. 2012;46:4471-5. DOI: 10.1016/j.sbspro.2012.06.279.10.1016/j.sbspro.2012.06.279Search in Google Scholar

[14] Bayram Z, Oskay ÖÖ, Erdem E, Öygür SD, Şen Ş. Effect of inquiry based learning method on students’ motivation. Procedia - Social Behavioral Sci. 2013;106:988-96. DOI: 10.1016/j.sbspro.2013.12.112.10.1016/j.sbspro.2013.12.112Search in Google Scholar

[15] Zohar A, Nemet F. Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. J Res Sci Teach. 2002;39:35-62. DOI: 10.1002/tea.10008.10.1002/tea.10008Search in Google Scholar

[16] Kanli U, Yagbasan R. The Effects of a Laboratory Approaches on the Development of University Students’ Science Process Skills and Conceptual Achievement. Essays in Education. Special Edition. 2008. Available from: http://www.usca.edu/essays/specialedition/UKanl%c3%acandRYagbasan.pdf.Search in Google Scholar

[17] Khishfe R, Abd-El-Khalick F. Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. J Res Sci Teach. 2002;39:551-78. DOI: 10.1002/tea.10036.10.1002/tea.10036Search in Google Scholar

[18] Irzik G, Nola R. A family resemblance approach to the nature of science. Sci Educat. 2011;20:591-607. DOI: 10.1007/s11191-010-9293-4.10.1007/s11191-010-9293-4Search in Google Scholar

[19] Penuel W, Fishman BJ, Gallagher LP, Korbak C, Lopez-Prado B. Is alignment enough? Investigating the effects of state policies and Professional development on science curriculum implementation. Sci Educat. 2009;93:656-77. DOI: 10.1002/sce.20321.10.1002/sce.20321Search in Google Scholar

[20] Kennedy TJ, Odell MRL. Engaging students in STEM education. Sci Educat Int. 2014;25:246-58. Available from: http://www.icaseonline.net/sei/september2014/p1.pdf.Search in Google Scholar

[21] Marginson S, Tytler R, Freeman B, Roberts K. STEM: Country comparisons. Report for the Australian Council of Learned Academies, 2013. www.acola.org.au.Search in Google Scholar

[22] Christodoulou A, Osborne J. The science classroom as a site of epistemic talk: A case study of a teacher’s attempts to teach science based on argument. J Res Sci Teach. 2014;51:1275-300. DOI: 10.1002/tea.21166.10.1002/tea.21166Search in Google Scholar

[23] Hammerness K, Darling-Hammond L, Bransford J, Berliner D, Cochran-Smit M, McDonald M, et al. In: Darling-Hammond L, Bransford J, editors. Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do. San Francisco: Jossey-Bass; 2007. ISBN: 139780787996345.Search in Google Scholar

[24] van Veen K, Sleegers P. Teachers’ emotions in a context of reforms: To a deeper understanding of teachers and reforms. In Schutz P, Zembylas M, editors. Advances in Teacher Emotion Research. Boston, MA: Springer; 2009. ISBN: 9781441905642. DOI: 10.1007/978-1-4419-0564-2_12.10.1007/978-1-4419-0564-2_12Search in Google Scholar

[25] Capps DK, Crawford BA. Inquiry based instruction and teaching about nature of science: Are they happening? J Sci Teach Educat. 2013;24:497-526. DOI: 10.1007/s10972-012-9314-z.10.1007/s10972-012-9314-zSearch in Google Scholar

[26] Pine J, Aschbacher P, Roth E, Jones M, McPhee C, Martin C, Foley, B. Fifth graders’ science inquiry abilities: A comparative study of students in hands-on and textbook curricula. J Res Sci Teach. 2006;43:467-84. DOI: 10.1002/tea.20140.10.1002/tea.20140Search in Google Scholar

[27] Matewos, AM, Marsh JA, McKibben S, Sinatra GM, Tien Le Q, Polikoff MS. Teacher learning from supplementary curricular materials: Shifting instructional roles. Teach Teach Educat. 2019;83:212-24. DOI: 10.1016/j.tate.2019.04.005.10.1016/j.tate.2019.04.005Search in Google Scholar

[28] Parise LM, Spillane JP. Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice. Elementary School J. 2010;110:323-46. DOI: 10.1086/648981.10.1086/648981Search in Google Scholar

[29] Yoon HG, Joung YJ, Kim M. The challenges of science inquiry teaching for pre-service teachers in elementary classrooms: Difficulties on and under the scene. Res Sci Educat. 2012;42:589-608. DOI: 10.1007/s11165-011-9212-y.10.1007/s11165-011-9212-ySearch in Google Scholar

[30] Wong SS, Luft JA. Secondary science teachers’ beliefs and persistence: A longitudinal mixed methods study. J Sci Teacher Educat. 2015;26:619-45. DOI: 10.1007/s10972-015-9441-4.10.1007/s10972-015-9441-4Search in Google Scholar

[31] Radvanová S, Čížková V, Martinková P. Mění se pohled učitelů na badatelsky orientovanou výuku? Sci Educat. 2018;9:81-106. DOI: 10.14712/18047106.1054.10.14712/18047106.1054Search in Google Scholar

[32] Yoon HG, Ki, M. Collaborative reflection through dilemma cases of science practical work during practicum. Int J Sci Educat. 2010;32:283-301. DOI: 10.1080/09500690802516538.10.1080/09500690802516538Search in Google Scholar

[33] Hutner TL, Markman AB. Proposing an operational definition of science teacher beliefs. J Sci Teacher Educat. 2016;27:675-91. DOI: 10.1007/s10972-016-9480-5.10.1007/s10972-016-9480-5Search in Google Scholar

[34] Savasci F, Berlin DF. Science teacher beliefs and classroom practice related to constructivism in different school settings. J Sci Teacher Educat. 2012;23:65-86. DOI: 10.1007/s10972-011-9262-z.10.1007/s10972-011-9262-zSearch in Google Scholar

[35] van Driel JH. Professional learning of science teachers. In Bruguière C, Tiberghien A, Clément P, editors. Topics and Trends in Current Science Education. 9th ESERA Conference Selected Contributions. Dordrecht: Springer; 2014. DOI: 10.1007/978-94-007-7281-6.10.1007/978-94-007-7281-6Search in Google Scholar

[36] Pajares MF. Teachers beliefs and educational research: Cleaning up a messy construct. Rev Educ Res. 1992;62:307-32. DOI: 10.3102/00346543062003307.10.3102/00346543062003307Search in Google Scholar

[37] McKeown B, Thomas DB. Q methodology. (2nd ed., Vol. 66). Thousand Oaks, CA: SAGE Publications, Inc.; 2013. ISBN 9781483384412.10.4135/9781483384412Search in Google Scholar

[38] Kotuľáková K. Identifying teachers’ beliefs prior to cpd training focusing on an inquiry-based approach in science education. Res Sci Educat. 2019:1-29. DOI: 10.1007/s11165-019-9841-0.10.1007/s11165-019-9841-0Search in Google Scholar

[39] Brown SR, Durning DW, Selden S. Q Methodology. In: Miller G, Whicker, ML, editors. Handbook of Research Methods in Public Administration. New York: Marcel Dekker; 1999. ISBN: 9780849353840.Search in Google Scholar

[40] PQMethod. 2018. Available from: http://schmolck.org/qmethod/.Search in Google Scholar

[41] Kline P. An Easy Guide for Factor Analysis. Routledge, London; 1994. ISBN: 0415094909.Search in Google Scholar

[42] Zangori L, Forbes CT, Biggers M. Fostering student sense making in elementary science learning environments: Elementary teachers’ use of science curriculum materials to promote explanation construction. J Res Sci Teach. 2013;50:989-1017. DOI: 10.1002/tea.21104.10.1002/tea.21104Search in Google Scholar

[43] Levitt KE. An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Sci Educat. 2001;86(1):1-22. DOI: 10.1002/sce.1042.10.1002/sce.1042Search in Google Scholar

[44] Reid DJ, Zhang J, Chen Q. Supporting scientific discovery learning in a simulation environment. J Comput Assist Learn. 2003;19:9-20. DOI: 10.1046/j.0266-4909.2003.00002.x.10.1046/j.0266-4909.2003.00002.xSearch in Google Scholar

[45] Samuelowicz K, Bain JD. Revising academics’ beliefs about teaching and learning. High Educat. 2001;41:299-325. DOI: 10.1023/A:1004130031247.10.1023/A:1004130031247Search in Google Scholar

[46] Boulton-Lewis GM, Smith DJH, McCrindle AR, Burnett PC, Campbell KJ. Secondary teachers’ conceptions of teaching and learning. Learning and Instruction. 2001;11:35-51. DOI: 10.1016/S0959-4752(00)00014-1.10.1016/S0959-4752(00)00014-1Search in Google Scholar

[47] Postner J, Strike K, Hewson P, Gertzog W. Accommodation of a scientific conception: Toward a theory of a conceptual change. Sci Educat. 1982;66:211-27. DOI: 10.1002/sce.3730660207.10.1002/sce.3730660207Search in Google Scholar

[48] Lazonder AW, Harmsen R. Meta-analysis of inquiry-based learning: Effects of guidance. Rev Educat Res. 2016;86:681-718. DOI: 10.3102/0034654315627366.10.3102/0034654315627366Search in Google Scholar

[49] Pintó R. Introducing curriculum innovations in science: Identifying teachers’ transformations and the design of related teacher education. Sci Educat. 2005;89:1-12. DOI: 10.1002/sce.20039.10.1002/sce.20039Search in Google Scholar

[50] Windschitl M. Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Sci Educat. 2003;87:112-43. DOI: 10.1002/sce.10044.10.1002/sce.10044Search in Google Scholar

eISSN:
2084-4506
Language:
English
Publication timeframe:
2 times per year
Journal Subjects:
Chemistry, other