Combining Quantitative and Qualitative Approaches in a Cross-National Study of Teacher Beliefs about Science.

Autor/inn/en	Chen, Chung-Chih; Taylor, Peter Charles; Aldridge, Jill M.
Titel	Combining Quantitative and Qualitative Approaches in a Cross-National Study of Teacher Beliefs about Science.
Quelle	(1998), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Classroom Environment; Constructivism (Learning); Curriculum Development; Educational Change; Epistemology; Foreign Countries; International Studies; Learning Strategies; Relevance (Education); Science Curriculum; Science Education; Science Teachers; Secondary Education; Teacher Attitudes; Australia; Taiwan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Erkenntnistheorie; Ausland; Internationaler Studiengang; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Relevance; Relevanz; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Lehrerverhalten; Australien
Abstract	This paper reports on the latest outcomes of an ongoing cross national research project that examines the relationship between teachers' beliefs about the nature of science and the classroom learning environment from a reform-oriented constructivist perspective in junior high school science classrooms in Australia and Taiwan. The focus is on an innovative Australian science teacher who developed a pedagogy relatively free from the traditional science curriculum imperatives. The significance of this case study lies in what it can tell about how teachers who have relatively postmodern beliefs about the nature of science might go about creating classroom environments in which students' own life interests are a central focus of their learning activities. Such learning environments are of interest to those who are concerned with constructivist pedagogical reform that builds on students' extant perspectives, interests, and goals towards learning and themselves. Contains 19 references. (DDR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC