Effects of science teachers' epistemological beliefs in teaching

Abstract

In recent years there has been a renewed interest in investigating teachers' beliefs in general, and science teachers' epistemological beliefs in particular. However, very few studies have investigated the effects of these epistemological beliefs in teaching. The purpose of this study was to test the hypotheses that teachers holding constructivist beliefs (a) are more likely to detect student alternative conceptions; (b) have a richer repertoire of teaching strategies; (c) use potentially more effective teaching strategies for inducing student conceptual change; (d) report more frequent use of effective teaching strategies; and (e) highly valuate these teaching strategies compared with teachers holding empiricist beliefs. Through the use of a three-part questionnaire consisting of critical incidents, direct questions about teacher strategies of conceptual change, and ratings of the use and importance of specific teaching strategies, data were obtained from 35 science teachers with different science backgrounds and teaching at different educational levels. Analysis of the data supported all five hypotheses. The findings are discussed in terms of their implications for further research.The last few years have witnessed a realization that research on teacher thinking will not provide us with adequate understanding of teacher behaviors, and that the study of teacher beliefs might provide a more promising approach to better understand teacher behaviors (e.g., Clark, 1988;Fenstermacher, 1979Fenstermacher, , 1986 Nespor, 1987). In a review of research on teachers' believes, Pajares (1992) argued that although "teachers' beliefs can and should become an important focus of educational inquiry . . . this will require clear conceptualizations, . . . and proper assessment and investigation of specific belief constructs" (p. 307). Science teachers' epistemological beliefs is a specific belief construct that has been the focus of many recent studies in science education (e.g., Benson, 1989;Billeh & Malik, 1977;Carey & Stauss, 1968;Gallagher, 1991; Hashweh, 1991; Hodson, 1985;King, 1991;Nadeau & Desautels, 1984; Prawat, 1992).Very few studies, however, have examined the effects of these beliefs in teaching, although such studies could provide important construct validation for the assessment of epistemological beliefs. Etchberger and Shaw (1992), for example, traced the change in a science teacher's beliefs about teaching and learning and how these beliefs influenced her teaching methods. Martens (1992), while also studying a science teacher in change, documented how the teacher's beliefs inhibited the implementation of a problem-solving approach to teaching elementary science. Benson (1989), Gallagher and his students (Gallagher, 1991) and Hashweh (1985) among a small number of researchers who investigated the effects of teachers' epistemological beliefs in science teaching. Benson (1989) showed that, whereas situational factors/constraints influence the classroom curriculum, teachers' beliefs exert a great influence...

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Opportunities and challenges of China?s inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators

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