Saudi Elementary School Science Teachers' Beliefs: Teaching Science in the New Millennium

Autor/inn/en	Alghamdi, Amani K. Hamdan; Al-Salouli, Misfer Saud
Titel	Saudi Elementary School Science Teachers' Beliefs: Teaching Science in the New Millennium
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 2, S.501-525 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-012-9353-0
Schlagwörter	Foreign Countries; Elementary School Teachers; Science Teachers; Teacher Attitudes; Beliefs; Teaching Methods; Elementary School Science; Science Instruction; Interviews; Differences; Time on Task; Teacher Student Ratio; Educational Resources; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Lehrerverhalten; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Unterscheiden; Zeitaufwand; Lehrer-Schüler-Relation; Bildungsmittel; Saudi-Arabien
Abstract	This study explored Saudi elementary school science teachers' beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female--2 of whom were from private schools--science teachers. The interviews were analyzed to identify and assess common themes among their beliefs as well as associations between their beliefs and self-reported classroom practices. The findings revealed perceptual differences between teaching the old and the new science curricula and also that these science teachers were challenged by available class time, the student-teacher ratio, and the lack of laboratory space, equipment, and administrative support. It appears that the more interactive and group-oriented activities that formed the instructional foundation of the new curriculum have increased enjoyment for teaching science and led students to better comprehension of scientific concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10