Prospective gymnasium teachers' conceptions of chemistry learning and teaching

Investigating Coherence among Turkish Elementary Science Teachers’ Teaching Belief Systems, Pedagogical Content Knowledge and Practice

“…Scientific studies on teachers' COTL have found similar categories for the traditionalconstructivist scale, with slightly different labels. In addition, Koballa et al (2000) and Tsai (2002) found that most (pre-service) science teachers' COTL were coherent. That is, when a science teacher has a constructivist conception of teaching, s/he also has a constructivist conception of learning.…”

“…Memorizing, increasing knowledge and performing science can portray these conceptions. In addition, several researchers (e.g., Koballa, Graber, Coleman & Kemp, 2000;Tsai, 2002) investigated pre-service and in-service science teachers' conceptions of teaching science and categorized them as transferring knowledge, interacting, and constructivist. Scientific studies on teachers' COTL have found similar categories for the traditionalconstructivist scale, with slightly different labels.…”

What is discerned in teachers’ expressions about planning?—Similarities and differences between teachers from Sweden and Hong Kong

“…In this article, we want to map teachers' conceptions of planning, to better understand what assumptions they make when planning lessons. Previous research of teachers' conceptions of teaching and learning shows that they can be sorted into different categories, moving from being teacher-oriented to student-oriented (Trigwell, Prosser & Taylor, 1994) or from reproducing to constructing knowledge (Koballa et al, 2010). Research from Sweden (Gustavsson, 2008) has indicated that when planning teachers do not commonly reflect upon content in terms of different ways of understanding, which decreases students' opportunities to experience the chosen content.…”

The Path That a Turkish Preservice Teacher Follows: A Teaching Belief System Approach Including 'Self

“…Furthermore, (preservice) science teachers have generally consistent conceptions of learning and teaching (Koballa et al, 2000;Tsai, 2002). In other words, a PT, holding constructivist conception of learning science, is expected to hold also constructivist conception of teaching science.…”

“…Bahçivan, 2014b;Marton, Dall'Alba and Beaty, 1993;Saljö, 1979;Tsai, 2004), via mostly phenomenographic studies, have revealed students'/PTs' conceptions of learning and labeled these conceptions by similar names such as memorizing, increase of knowledge, applying, etc… Certain researchers (e.g. Koballa, Graber, Coleman and Kemp, 2000;Tsai, 2002) have additionally explored preservice/inservice science teachers' conceptions of teaching and found similar categories such as transferring knowledge, interacting, process, etc… A critical analysis of research studies in this topic show that people's conceptions of teaching and learning can be categorized as traditional vs. constructivist in spite of existence of aforementioned labels (Chan and Elliott, 2004).…”