Science Coursework and Pedagogical Beliefs of Science Teachers: The Case of Science Teachers in the Philippines

Autor/inn/en	Macugay, Eva B.; Bernardo, Allan B. I.
Titel	Science Coursework and Pedagogical Beliefs of Science Teachers: The Case of Science Teachers in the Philippines
Quelle	In: Science Education International, 24 (2013) 1, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Science Teachers; Teacher Attitudes; Science Instruction; Teaching Methods; Foreign Countries; Comparative Analysis; Elementary School Teachers; Secondary School Teachers; Majors (Students); Nonmajors; Preservice Teacher Education; Pedagogical Content Knowledge; Cultural Influences; Reflection; Hypothesis Testing; Measures (Individuals); Statistical Analysis; Beliefs; Philippines + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Elementary school; Grundschule; Volksschule; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Cultural influence; Kultureinfluss; Hypothesenprüfung; Hypothesentest; Messdaten; Statistische Analyse; Belief; Glaube; Philippinen
Abstract	Science coursework is an important element of the pre-service education of science teachers. In this study we test the hypothesis that more science coursework influences pedagogical beliefs of science teachers by studying the pedagogical beliefs of 305 Filipino science teachers. We compared pedagogical beliefs of primary school (less science coursework) versus secondary school (more coursework) science teachers, and also science majors versus non-science majors. Results of the comparisons indicated that more science coursework is related to stronger endorsement of the belief that teaching involves providing support for learning, and to weaker endorsement of the belief that learning is limited by ability and by cultural beliefs. The results are discussed in terms of strong science content knowledge providing the anchors for reflecting on their teaching. (Contains 3 tables.) (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10