Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context

Hye-Gyoung Yoon; Byoung-Sug Kim

doi:10.12973/eurasia.2016.1210a

Full Text (PDF)

Hye-Gyoung Yoon ¹ ^* , Byoung-Sug Kim ²

More Detail

¹ Chnucheon National University of Education² Roosevelt University^* Corresponding Author

Abstract

The purpose of this study was to explore how Korean preservice elementary teachers’ beliefs about nature of science (NOS) and their beliefs about constructivist teaching were structured and related and if any relation was prevalent in the content-specific contexts. As the same format, three versions of questionnaires were developed in three different science content topics, using episodes about rival theories in the history of science and students’ relevant alternative conceptions. The data analysis suggests that the content context can partially affect teachers’ beliefs about NOS and their beliefs about constructivist teaching. Additionally, no significant correlation between beliefs about NOS and constructivist teaching was found.

Keywords

pre-service elementary teachers
teacher beliefs
nature of science
constructivist teaching

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 3, 457-475

https://doi.org/10.12973/eurasia.2016.1210a

Publication date: 01 Jul 2016

Article Views: 1469

Article Downloads: 635

Open Access References How to cite this article

References

Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but…Journal of Science Teacher Education, 12(3), 215–233. doi: 10.1023/A:1016720417219
Akerson, V. L., & Abd-El-Khalick, F. (2003). Teaching elements of nature of science: A yearlong case study of a fourth-grade teacher. Journal of Research in Science Teaching, 40(10), 1025–1049. doi: 10.1002/tea.10119
Bartos, S. A., & Lederman, N. G. (2014). Teachers' knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice, Journal of Research in Science Teaching, 51(9), 1150–1184. doi: 10.1002/tea.21168
Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist-teaching method articles. International Journal of Science Education, 31(4), 541–550. doi: 10.1080/09500690701731121
Bennett, W. D., & Park, S. (2011). Epistemological syncretism in a biology classroom: A case study. Journal of Science Education and Technology, 20(1), 74-86. doi: 10.1007/s10956- 010-9235-6
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.
Brickhouse, N. W. (1989). The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories. International Journal of Science Education, 11(4), 437–449. doi: 10.1080/0950069890110408
Brickhouse, N. W., Dagher, Z. R., Shipman, H. L., & Letts, W. J. (2002). Evidence and warrants for belief in a college astronomy course. Science & Education, 11(6), 573–588. doi: 10.1023/A:1019693819079
Brickhouse, N.W. (1990). Teachers’ beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53–52. doi: 10.1177/002248719004100307
Bryan, L. A. (2003). Nestedness of beliefs: Examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching, 40(9), 835–868. doi: 10.1002/tea.10113
Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 385–418. doi: 10.1023/A:1011917914756
Chalmers, A. F. (1999). Science as knowledge. In What is this thing called science? Queensland: University of Queensland Press, Ch. 1, pp. 1–18.
Christodoulou, A., & Osborne, J. (2014). The science classroom as a site of epistemic talk: A case study of a teacher’s attempts to teach science based on argument. Journal of Research in Science Teaching, 51(10), 1275–1300. doi: 10.1002/tea.21166
Duschl, R. A. (2003). Assessment of inquiry. In J.M. Atkin & J.E. Coffey (Eds.), Everyday assessment in the science classroom (pp. 41–59). Washington, DC: National Science Teachers Association Press.
Feldman, A. (2002). Multiple perspectives for the study of teaching: Knowledge, understanding and being. Journal of Research in Science Teaching, 39(10), 1032–1055. doi: 10.1002/tea.10051
Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome and N. G. Lederman (Eds.), Examining pedagogical content knowledge: the construct and its implications for science education, (pp. 3–17). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Ha, M., & Nehm, R. H. (2014). Darwin’s difficulties and students’ struggles with trait loss: Cognitive-historical parallelisms in evolutionary explanation. Science & Education, 23(5), 1051–1074. doi: 10.1007/s11191-013-9626-1
Hamza, K. M., & Wickman, P-O. (2008). Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science. Science Education, 92(1), 141–164. doi: 10.1002/sce.20233
Haney, J. J., Lumpe, A. T., & Czerniak, C. M. (2003). Constructivist beliefs about the science classroom learning environment: Perspectives from teachers, administrators, parents, community members, and students. School Science and Mathematics, 103(8), 366–377. doi: 10.1111/j.1949-8594.2003.tb18122.x
Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47–63. doi: 10.1002/(SICI)1098- 2736(199601)33:13.0.CO;2-P
Hodson, D. (1996). Laboratory work as scientific method: three decades of confusion and distortion. Journal of Curriculum Studies, 28(2), 115–135. doi: 10.1080/0022027980280201
Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378–405. doi: 10.1006/ceps.1999.1026
Hofer, B. K., & Pintrich, P. P. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140. doi: 10.3102/00346543067001088
Kang, N-H. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24(2), 378–405. doi: 10.1016/j.tate.2007.01.002
Kang, N-H., & Wallace, C. S. (2005). Secondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science Education, 89(1), 140–165. doi: 10.1002/sce.20013
Kim, J-I., & Yoon, H.-G. (2013). Elementary school teachers’ beliefs about science teaching, science learning and the nature of science. Journal of Science Education, 37(2), 389-404.
Lawson, A. E. (2002). Sound and faulty arguments generated by preservice biology teachers when testing hypotheses involving unobservable entities. Journal of Research in Science Teaching, 39(3), 237-252. doi: 10.1002/tea.10019
Lederman, N. G. (2007). Nature of science: past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–880). Mahwah, NJ: Lawrence Erlbaum Associates.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497– 521. doi: 10.1002/tea.10034
Lederman, N.G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359. doi: 10.1002/tea.3660290404
Levitt, K. E. (2002). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86(1), 1–22. doi: 10.1002/sce.1042
Luft, J. A. (1999). Teachers’ salient beliefs about a problem-solving demonstration classroom in-service program. Journal of Research in Science Teaching, 36(2), 141–158. doi: 10.1002/(SICI)1098-2736(199902)36:23.0.CO;2-P
Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38–63.
Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications and research agenda.International Journal of Environmental and Science Education, 4(1), 25–48.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328. doi:10.1080/0022027870190403
Otero, V. K., & Nathan, M. J. (2008). Preservice teachers’ views of their students’ prior knowledge. Journal of Research in Science Teaching, 45(4), 395–523. doi: 10.1002/tea.20229
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–322. doi: 10.3102/00346543062003307
Perry,W. G., Jr. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart, & Winston.
Popper, K. R. (1992). The logic of scientific discovery. London: Routledge. (Original work published 1934).
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 102 – 119). New York: Macmillan.
Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3–24. doi: 10.1080/0950069022000070261
Rokeach, M. (1986). Beliefs, attitudes, and values. San Francisco: Jossey-Bass.
Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57–84. doi: 10.1002/tea.20163
Ryder, J., Leach, J., & Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching, 36(2), 201–220. doi: 10.1002/(SICI)1098- 2736(199902)36:23.0.CO;2-H
Savasci, F., & Berlin, D. F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1), 65–86. doi: 10.1007/s10972-011-9262-z
Schwartz, R. S., & Lederman, N.G. (2002). “It’s the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39(3), 205–236. doi: 10.1002/tea.10021
Sinatra, G., Southerland, S., McConaughy, F., & Demastes, J. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40(5), 510–528. doi: 10.1002/tea.10087
Smith, J. P., diSessa, A. A., & Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115–163. doi:10.1207/s15327809jls0302_1
Tobin, K., Tippins, D., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (44– 93). New York: MacMillan.
Tsai, C-C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771–783. doi: 10.1080/09500690110049132
Tsai, C-C. (2007). Teachers’ scientific epistemological views: The coherence with instruction and students’ views. Science Education, 91(2), 222–243. doi: 10.1002/sce.20175
von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & N. Postlewaite (Eds.), Internationational Encyclopedia of Education [Suppl.], (pp.162-163). Oxford, England: Pergamon Press.
Wallace, C. S., & Kang, N-H. (2004). An investigation of experienced secondary science teachers’ beliefs about inquiry: An examination of competing beliefs sets. Journal of Research in Science Teaching, 41(9), 936-960. doi: 10.1002/tea.20032
Wandersee, J. H. (1986). Can the history of science help science educators anticipate students’ misconceptions? Journal of Research in Science Teaching, 23(7), 581–597. doi: 10.1002/tea.3660230703
Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternative conceptions in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 177–210). New York: Simon & Schuster Macmillan.
Waters-Adams, S. (2006). The relationship between understanding of the nature of science and practice: The influence of teachers’ beliefs about education, teaching and learning. International Journal of Science Education, 28(8), 919–944. doi: 10.1080/09500690500498351
Yerrick, R. K., Parke, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: The ‘‘filtering effect’’ of teachers’ beliefs on understanding transformational views of teaching science. Science Education, 81(2), 137–159. doi: 10.1002/(SICI)1098- 237X(199704)81:23.0.CO;2-G

How to cite this article

APA

Yoon, H.-G., & Kim, B.-S. (2016). Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 457-475. https://doi.org/10.12973/eurasia.2016.1210a

Vancouver

Yoon HG, Kim BS. Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context. EURASIA J Math Sci Tech Ed. 2016;12(3):457-75. https://doi.org/10.12973/eurasia.2016.1210a

AMA

Yoon HG, Kim BS. Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context. EURASIA J Math Sci Tech Ed. 2016;12(3), 457-475. https://doi.org/10.12973/eurasia.2016.1210a

Chicago

Yoon, Hye-Gyoung, and Byoung-Sug Kim. "Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 3 (2016): 457-475. https://doi.org/10.12973/eurasia.2016.1210a

Harvard

Yoon, H.-G., and Kim, B.-S. (2016). Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), pp. 457-475. https://doi.org/10.12973/eurasia.2016.1210a

MLA

Yoon, Hye-Gyoung et al. "Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 3, 2016, pp. 457-475. https://doi.org/10.12973/eurasia.2016.1210a