Teaching Strategies for Classroom Learning

Goodrum, Denis

doi:10.4324/9781003114871-8

Cited by 2 publications

(6 citation statements)

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“…But no studies so far have been found to explore belief on IBT in Bangladesh. IBT was defined by Goodrum (2012) in specific 12 themes. It provides an opportunity to understand IBT, and therefore, helps to explore how teachers' beliefs on IBT influences actual classroom practice of science teachers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…It provides an opportunity to understand IBT, and therefore, helps to explore how teachers' beliefs on IBT influences actual classroom practice of science teachers. The 12 themes of Goodrum (2012) are:…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Firstly, an observation schedule was developed by using the framework of Goodrum (2012). The observation schedule consisted of four items mentioning: "No emphasize provided", "Less emphasize provided", "Some emphasize provided", and "Adequate emphasize provided".…”

Section: Research Instrumentsmentioning

confidence: 99%

“…A belief schedule was also developed using the framework of Goodrum (2012). It consisted of five items labeled as "Strongly disagree", "Disagree", "Uncertain", "Agree", and "Strongly agree".…”

Section: Research Instrumentsmentioning

confidence: 99%

“…Along with the belief schedule, data on challenges were mainly obtained from the interview. Data obtained was analyzed according to each theme of Goodrum (2012). Analysis of data followed three steps as suggested by Creswell (2007) for thematic analysis (see Figure 1).…”

Section: Data Collection and Analysismentioning

confidence: 99%

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Probing Beliefs of Secondary Science Teacher on Inquiry-Based Teaching in Bangladesh

Hoq¹

2019

UCER-A

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Belief is considered to be one of the important factors that influences pedagogy. In inquiry-based teaching (henceforth, IBT), a student-centered pedagogy, instructions of teacher are of particular importance to facilitate students in active and extended learning. Studies found that instructional practices in teaching vary from teacher to teacher. Belief might be one of the factors for such variation. Several others studies explored the relation between the belief and practice, but no research has been conducted so far in Bangladesh regarding secondary science teachers' beliefs and practices in IBT. The problem discussed here is, therefore, whether there is any consistence between belief and IBT and challenges to implement IBT. The aim of the research was to explore if teachers' beliefs on IBT influences actual classroom practice of science teachers and associated challenges. For this, a qualitative approach is used. To collect data, four teachers of Physics, Chemistry, Botany, and Zoology subjects at secondary level were conveniently selected. Firstly, classroom observation with a belief schedule was used to understand the actual practice of teachers. Next, the teachers were provided with a belief schedule where teachers beliefs were reflected. A semi-structured interview was also used to collect data from science teachers. Result shows that the teachers who believed science learning was associated with inquiry-based scientific practices, imparted it in their practice and vice versa. Large class size, interest, and abilities of students, insufficient time for preparation are the major constraints found in this study. Contents of the textbook are not in line with the curriculum was another major challenge. Mitigation of such contextual constrains and the adoption of inquiry-based curriculum should come along with the adjustment of content in the textbook. At the same time, it may be useful to unpack the beliefs of teachers and reflect on what own beliefs mean for practice.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Research Instrumentsmentioning

confidence: 99%

Section: Research Instrumentsmentioning

confidence: 99%

Section: Data Collection and Analysismentioning

confidence: 99%

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Probing Beliefs of Secondary Science Teacher on Inquiry-Based Teaching in Bangladesh

Hoq¹

2019

UCER-A

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School Gardening in Early Childhood Education in Oman: A pilot project with Grade 2 students

Ambusaidi¹,

Al-Yahyai²,

Taylor³

et al. 2019

SEI

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While school gardens are familiar in many Western contexts and research has reported significant pedagogical and affective is correct benefits of these resources, there is limited reporting of their use in non-western contexts. A pilot school gardening project involving a quasi-experimental mixed method design was undertaken in the Sultanate of Oman with several Grade 2 and Grade 7 classes to determine if this resource might provide benefits in this particular context. This paper reports on the findings for the Grade 2 cohort. While these findings were somewhat mixed and need to be treated tentatively given that the study was a pilot, they do suggest that school gardens in Oman could provide affective and possible health benefits for students. The potential health benefits could be particularly significant because the Omani population is beginning to exhibit a rapid increase in "lifestyle diseases," most notably diabetes and cardiovascular illnesses. These illnesses appear to be linked to poor dietary habits and a more sedentary lifestyle among the younger generation.

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Teaching Strategies for Classroom Learning

Cited by 2 publications

References 0 publications

Probing Beliefs of Secondary Science Teacher on Inquiry-Based Teaching in Bangladesh

Probing Beliefs of Secondary Science Teacher on Inquiry-Based Teaching in Bangladesh

School Gardening in Early Childhood Education in Oman: A pilot project with Grade 2 students

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