Teaching Practices of Malaysian Science Teachers: Role of Epistemic Beliefs and Implicit Intelligence

Autor/inn/en	Leng, Chin Hai; Abedalaziz, Nabeel; Orleans, Antriman Vipinosa; Naimie, Zahra; Islam, Atiquil
Titel	Teaching Practices of Malaysian Science Teachers: Role of Epistemic Beliefs and Implicit Intelligence
Quelle	In: Malaysian Online Journal of Educational Sciences, 6 (2018) 2, S.48-59 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-3024
Schlagwörter	Teaching Methods; Foreign Countries; Science Teachers; Science Instruction; Teacher Role; Epistemology; Beliefs; Teacher Attitudes; Intelligence; Science Curriculum; Secondary School Science; Secondary School Teachers; Multivariate Analysis; Correlation; Regression (Statistics); Constructivism (Learning); Measures (Individuals); Student Centered Learning; Statistical Analysis; Surveys; Malaysia (Kuala Lumpur) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; Erkenntnistheorie; Belief; Glaube; Lehrerverhalten; Intelligenz; Klugheit; Multivariate Analyse; Korrelation; Regression; Regressionsanalyse; Messdaten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Statistische Analyse; Survey; Umfrage; Befragung
Abstract	The present study investigated how science teachers' beliefs about intelligence and their beliefs about knowing and knowledge acquisition influence their teaching practices. A total of 285 science teachers participated in the present study. Our survey included three parts, namely: epistemological beliefs inventory, implicit theories of intelligence scale, and teaching practices scale. Results revealed that: (1) Malaysian teachers hold more eclectic beliefs in which they viewed teaching as a combination of student-directed along with some teacher-centered learning; (2) Malaysian teachers hold sophisticated epistemological beliefs (3) Malaysian teachers were incremental theorists; (4) Teachers who hold sophisticated epistemic beliefs and incremental theorists were more likely to adopt student-centered practices; and (5) Teachers teaching practices are antecedents of epistemic beliefs and implicit intelligence beliefs variables. In conclusion, the present study shed light on how teachers' beliefs influence their preference for teaching practices identified as either student-centered or teacher-centered. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: http://moj-es.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01