Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice
Dados Bibliográficos
| ID | 4307232 |
|---|---|
| Autores | Nancy W Brickhouse (University of Delaware, autor correspondente) |
| Ano | 1990 |
| Volume | 41 |
| Fascículo | 3 |
| Páginas | 53-62 |
| Data de publicação | 1990-05-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248719004100307 |
| OpenAlex | W2046707752 |
| Idioma | EN |
| Citações recebidas | 53 |
| Referências citadas | 11 |
The effect of teachers' beliefs about the nature of science on their classroom practice was exam ined. Three science teachers were interviewed to elucidate their understanding of science and science teaching. To make connections between their thinking about science and their actions in teaching science, each teacher's classes were observed for at least 35 hours. The teachers differed in their views of the nature of scientific theories, scientific processes, and the progression and change of scientific knowledge. Teachers' beliefs about science influenced not only explicit lessons about the nature of science, but also shaped an implicit curriculum concerning the nature of scientific knowledge
Curriculum · Mathematics education · Nature of Science · Pedagogy · Science education · Science, technology, society and environment education · Scientific Literacy · Scientific misconceptions · Scientific thinking · Social science · Sociology · Sociology of scientific knowledge · Animal and Plant Science Education · Psychology · Science Education and Pedagogy · Science Education and Perceptions
Talking About Grammar in the Foreign Language Classroom
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What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community
Learning to teach science as inquiry in the rough and tumble of practice
Revisiting academics' beliefs about teaching and learning
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Characterizing inquiry-based science classroom learning environments—generative or replicative—using teachers’ epistemic orientations
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A critical review of studies using the pedagogical content knowledge map approach
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Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects
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Pre-service Primary Teachers' Scientific Knowledge and Attitudes towards Science Learning and Their Influence on the Understanding of the Nature of Science / Znanje budućih nastavnika o znanosti, njihovi stavovi o učenju o znanosti i njihov utjecaj na raz
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The hierarchical (not fluid) nature of preservice secondary science teachers' perceptions of their science teacher identity
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Urban Public High School Teachers’ Beliefs about Science Learner Characteristics
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Science Teachers' Conceptions of Science
Science Teaching in the Middle Grades
| Obras citantes distintas | 53 |
|---|---|
| Citações por ano | 1,56 |
| Intervalo de citações | 1992 - 2026 (35) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 52 |