Prospective High School Physics Teachers’ Beliefs about Teaching Practices: From Traditionalist to Constructivist

Neşet Demirci

doi:10.12973/eurasia.2015.1332a

Full Text (PDF)

Neşet Demirci ¹ ^*

More Detail

¹ Balikesir University, TURKEY^* Corresponding Author

Abstract

The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135 prospective high school physics teachers; and then semi-structured interviews were conducted with eleven prospective high school physics teachers. Analyzing of the survey and interviews showed that most prospective high school teachers had intermediate (traditionalist to constructivist) beliefs about teaching physics.

Keywords

prospective high school physics teachers
beliefs about teaching practices
constructivist and traditionalist perspective of 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, Volume 11, Issue 3, 2015, 693-711

https://doi.org/10.12973/eurasia.2015.1332a

Publication date: 27 Apr 2015

Article Views: 2813

Article Downloads: 1065

Open Access References How to cite this article

References

Aguirre, J. M., Haggerty, S. M., & Linder, C. J. (1990). Student-teachers‟ conceptions of science, teaching and learning: A case study in pre-service science education. International Journal of Science Education, 12, 381-390.
American Association of Physics Teachers. (2001). Powerful Ideas in Physical Science. College Park, MD. ISBN: 0- 917853-66-0.
Anderson, R. D., & Mitchener, C. P. (1994). Research on Science Teacher Education. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 3-44). New York: Simon & Shuster.
Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
Brown, S. L., & Melear, C. T. (2006). Investigation of secondary science teachers' beliefs and practices after authentic inquiry-based experiences. Journal of Research in Science Teaching, 43 (9), 938-962.
Boz, Y., & Uzuntiryaki, E. (2006). Turkish Prospective Chemistry Teachers' Beliefs about Chemistry Teaching. International Journal of Science Education, 28:14,1647-1667.
Bransford, J.D. Brown, A. L. & Cocking, R. R (eds.) (2002). How People Learn. Expanded Edition. Washington, DC: Natl. Acad. Press.
Briscoe, C. (1991). The dynamic interactions among beliefs, role metaphors and teaching practices: A case study of teacher change. Science Education, 75 (2), 185-199.
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Brooks, M. G., & Brooks, J. G. (1999). The courage to be constructivist. Educational Leadership, 57 (3)18-24.
Bruning, I. L. (1983). An information processing approach to a theory of instruction. Educational Communication and Technology Journal, 31, 91-101.
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.
Bryan, J. (2006). Technology for physics instruction. Contemporary Issues in Technology and Teacher Education, 6 (2), 230-245.
Cronin-Jones, L. L. (1991). Science teaching beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 38 (3), 235- 250.
Dillon, D. R., O‟Brien, D. G., Moje, E. B., & Stewart, R. A. (1994). Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies. Journal of Research in Science Teaching, 31, 345-362.
Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children‟s ideas. London: Routledge.
Duit, R., Rhöneck, V. C. (1997). Learning and understanding key concepts of electricity in: A.Tiberghien, E. Jossem & J. Barojas (Eds) Connecting Research in Physics Education with Teacher Education (http://www.physics.ohiostate.edu/~jossem/ICPE/C1.html).
Flores, F., Lopez, A., Gallegos, L. & Barojas, J. (2000). Transforming science and learning concepts of physics teachers. International Journal of Science Education, 22 (2), 197-208.
Galili, I., Bendall, S., & Goldberg, F. (1993). The effects of prior knowledge and instruction on understanding image formation. Journal of Research in Science Teaching, 30, 271-301.
Gallagher, J. J. (1991). Prospective and practicing secondary school science teachers‟ knowledge and beliefs about the philosophy of science. Science Education, 75 (1), 121– 133.
Gunstone, R. F., Slattery, M., Baird, J. R., & Northfield, J. R. (1993). A case study exploration of development in preservice science teachers. Science Education, 77, 47-73.
Gunstone, R. F. & White, R. T. (1998). Teacher's attitudes about physics classroom practice from: Connecting Research in Physics Education with Teacher Education. An I.C.P.E. Book © International Commission on Physics Education. Retrived in June 2010 from: http://www.physics.ohiostate.edu/~jossem/ICPE/D1.html
Gustafson, B. J. & Rowell, P. M. (1995) Elementary preservice teachers: constructing conceptions about learning science, teaching science and the nature of science. International Journal of Science Education, 17 (5), 589-605.
Guyton, E., & McIntyre, D. (1990). Student teaching and school experiences. In W.R. Houston (Ed), Handbook of Research on Teacher Education (pp. 514-534). New York: Macmillan.
Hancock, E. S., & Gallard, A. J. (2004). Pre-service science teachers‟ beliefs about teaching and learning: The influence of K-12 Field Experiences. Journal of Science Teacher Education, 15 (4), 281-291.
Hake, R.R. (1998). Interactive-engagement versus traditional methods: a six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66 (1), 64-74.
Hashweh, M. Z. (1996). Effects of science teachers‟ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30 (3), 141-153.
Hrepic, Z, Zollman, D. A., & Rebello, N. S. (2007). Comparing Students‟ and Experts‟ Understanding of the Content of a Lecture. Journal of Science Education and Technology, 16 (3), 213-224. DOI: 10.1007/s10956-007- 9048-4.
Iran-Nejad, A. (1995). Constructivism as a substitute for memorization in learning: Meaning is created by the learner. Education, 116, 16-32.
Johnson, B., & Christensen, L. B. (2007). Educational Research: Quantitative, Qualitative, and Mixed Approaches (Third Edition). Sage Publications, Inc.
Johnston, S. (1994). Experience is the best teacher; or is it: An analysis of the role of experience in learning to teach. Journal of Teacher Education, 45 (3), 199-208.
Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with Technology: A Constructivist Perspective. Columbus, OH: Prentice Hall.
Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on teaching beliefs and practiciers of university academics. Review of Educational Research, 72, 177-228.
Kang, N.-H. & Keys, C.W. (2000). An Investigation of Secondary School Science Teachers‟ Beliefs About and the Practices of Hands-on Activities. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
Koballa, T., Graber,W., Coleeman, D. C. & Kemp, A. C. (2000) Prospective gymnasium teachers‟ conceptions of chemistry learning and teaching, International Journal of Science Education, 22 (2), 209–224.
Larochelle, M., Bednarz, N., & Garrison, J.W. (Eds.) (1998). Constructivism and Education. Cambridge: Cambridge University Press.
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.
Levitt, K. E. (2001). An analysis of elementary teachers‟ beliefs regarding the teaching and learning of science. Science Education, 86, 1–22.
Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (2000). Assessing teachers‟ beliefs about their science teaching context. Journal of Research in Science Teaching, 37(3), 275– 292.
Maloney, D., O‟Kuma, T., Hieggelke, C., & Heuvelen, A. V. (2001). Surveying students‟ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69 (7), 12-19. Physics Education Research Supplement.
Mayer-Smith, J. A., & Mitchell, I. J. (1991). Teaching about constructivism: Using approaches informed by constructivism. In V. Richardson (Ed.), Constructivist teacher education: Building a world of new understanding (pp. 129-153). Washington, DC.: The Falmer Pres.
Mazur, E. (1997). Peer Instruction Upper Saddle, NJ: Prentice Hall.
McDermott, L. (1997). Students‟ conceptions and problem solving in mechanic”, in: A.Tiberghien, E. Jossem & J. Barojas (Eds) Connecting Research in Physics Education with Teacher Education (http://www.physics.ohiostate.edu/~jossem/ICPE/C1.html).
McLellan, H. (1996). Being digital: Implications for education. Educational Technology, 36, 5-20.
Mehlinger, H. D. (1996). School reform in the information age. Phi Delta Kappan, 77, 400-408.
Mellado, V. (1998). The classroom practice of pre-service teachers and their conceptions of teaching and learning science. Science Education, 82, 197–214.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
Nespor, J., & Barylske, J. (1991). Narrative discourse and teacher knowledge. American Educational Research Journal, 28(4), 805–823.
Nicaise, M., & Barnes, D. (1996). The union of technology, constructivism, and teacher education. Journal of Teacher Education, 47, 205-211.
OECD. (2013). Teaching Practices, Teachers‟ Beliefs and Attitudes (ch.4) in Creating Effective Teaching and Learning Environments: First Results from TALIS -ISBN 978-92-64- 05605-3. Available at http://www.oecd.org/berlin/43541655.pdf
Palmer, D. H., & Flanagan, R. B. (1997). Readiness to change the conception that „Motion-implies-force‟: A comparison of 12- year-old and 16-year-old students. Science Education, 81: 317-331. Doi: 10.1002/(SICI)1098- 237X(199706)81:33.0.CO;2-G.
Pajares, M. F. (1992). Teachers‟ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (3), 307-332.
Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C., & LeMaster, R. (2006). PhET: Interactive Simulations for Teaching and Learning Physics, The Physics Teacher, 44 (1), 18-23.
Pomeroy, D. (1993). Implications of teachers‟ beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77 (3), 261-278.
Poon, C. H. (1993). A Multicultural study of student misconceptions of force in mechanics. Unpublished reports on the use of the Force Concept Inventory.
Porlán, R., & Martín del Pozo, R. (2004). The conceptions of in-service and prospective primary school teachers about the teaching and learning of science. Journal of Science Teacher Education, 15 (1), 39–62.
Prosser, M. & Trigwell, K. (1999) Understanding Learning and Teaching: The Experience in Higher Education. St. Edmundsbury Press, Great Britain.
Redish, E.F. (2003). Teaching Physics with the Physics Suite. New York, NY: John Wiley and Sons.
Redish, E., Saul, J., & Steinberg, R. (1997). On the effectiveness of active engagement microcomputerbased laboratories. American Journal of Physics, 65, 45-54.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp.102-119). New York, NY: Simon & Schhuster Macmillan.
Roth, W. M., & Tobin, K. (2002). College physics teaching: From boundary work to border crossing and community building. In P. C. Taylor, P. J. Gillmer, & K. Tobin (Eds.), Transforming undergraduate science teaching: Social constructivist perspectives (pp. 145 - 180). New York: Peter Lang.
Russell, G. (2002) Constructivist vs. Behaviorist: A Search for the “Ideal Learning Environment. Retrieved October 12, 2003, from http://www.uca.edu/divisions/ academic/coe/students/GR/portfolio1/Constructivist %20VS%20Behaviorist.htm
Saad, R., & BouJaoude, S. (2012). The relationship between teachers' knowledge and beliefs about science and inquiry and their classroom practices. Eurasia Journal of Mathematics, Science and Technology Education, 8 (2), 113- 128.
Scott, P., Dyson, T., & Gater, S. (1987). CLIS: A constructivist view of learning and teaching in science, Leeds: University of Leeds.
Shrigley, R. L., Koballa, T. R., & Simpson, R. D. (1988). Defining attitude for science educators. Journal of Research in Science Teaching, 25 (8), 659–678.
Smith, D., & Neale, D. (1991). The construction of subject matter knowledge in primary science teaching. In J. Brophy (Ed.), Advances in research on teaching, Vol. 2 (pp. 187–243). Greenwich, CT: JAI Press.
Southerland, S. A., & Gess-Newsome, J. (1999). Preservice teachers‟ views of inclusive science teaching as shaped by images of teaching, learning, and knowledge. Science Education, 83, 131–150.
Spear, M. G. (1984). Sex bias in science teachers‟ ratings of work and pupil characteristics. European Journal of Science Education, 6, 369–377.
Sprague, D., & Dede, C.J. (1999). If I teach this way, am I doing my job? Constructivism in the classroom. Learning and Leading with Technology, 27, 6-9.
Thornton, R., & Sokoloff, D. (1990). Learning motion concepts using real time microcomputer- base laboratory tools. American Journal of Physics, 58 (9), 857- 867.
Tobin, K. (1990). Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning, School Science and Mathematics, 90 (5), 414.
Tobin, K., & Espinet, M. (1989). Impediments to change: Applications of coaching in high school science teaching. Journal of Research in Science Teaching, 26(2), 105– 120.
Tsai, C. (2002). Nested epistemologies: Science teachers‟ beliefs of teaching, learning and science. International Journal of Science Education, 24 (8), 771–783.
Van Heuvelen, A. (1991). Learning to think like a physicist: A review of research-based instruction strategies. American Journal of Physics, 59, 891 – 897.
Veal, W. R. (2004). Beliefs and knowledge in physics teacher development. International Journal of Science Education, 26 (3), 329-351.
Wallace, C. S., & Kang, N. (2004). An investigation of experienced secondary science teachers‟ beliefs about inquiry: An explanation of competing belief sets. Journal of Research in Science Teaching, 41 (9), 936–960.
Wallace, J., & Louden, W. (1992). Science teaching and teachers‟ knowledge: Prospects for reform of elementary classrooms. Science Education, 76, 507–521.
Wheatley, G. H. (1991).Constructivist perspectives on science and mathematics learning. Science Education 75 (1), 9-21.
White, C. (1996). Relevant social studies education: Integrating technology and constructivism. Journal of Technology and Teacher Education, 4, 69-76.
Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. Phi Delta Kappan, 80, 751-755.
Wise, A.E. (1997). Technology and the New Professional Teacher: Preparing for the 21st Century Classroom. Retrieved December 20, 1998 from the World Wide Web: http://www.ncate.org/projects/tech/TECH.HTM
Woolley, S.L., & Woolley, A. W. (1999). Can we change teachers‟ beliefs? A Survey about constructivist and behaviorist approaches. Paper presented at the annual meeting of the American Educational Research Association (Montreal, Quebec, April 19-23, 1999).
Yerushalmi, E., Henderson, C., Heller, K, Heler, P., &. Kuo V. H. (2007). Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core. Phys. Rev. ST Phys. Educ. Res. 3, 020109. Retrieved on July 2013 from http://link.aps.org/doi/10.1103/PhysRevSTPER.3.020 109.
YÖK. (2013). Selection and placement of students in higher education institutions in Turkey. Retrieved 25 May 2008 from www.osym.gov.tr/eng/index.html
Zeichner, K. (1986). The practicum as an occasion for learning to teach. The South Pacific Journal of Teacher Education, 14 (2), 11-27.

How to cite this article

APA

Demirci, N. (2015). Prospective High School Physics Teachers’ Beliefs about Teaching Practices: From Traditionalist to Constructivist. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 693-711. https://doi.org/10.12973/eurasia.2015.1332a

Vancouver

Demirci N. Prospective High School Physics Teachers’ Beliefs about Teaching Practices: From Traditionalist to Constructivist. EURASIA J Math Sci Tech Ed. 2015;11(3):693-711. https://doi.org/10.12973/eurasia.2015.1332a

AMA

Demirci N. Prospective High School Physics Teachers’ Beliefs about Teaching Practices: From Traditionalist to Constructivist. EURASIA J Math Sci Tech Ed. 2015;11(3), 693-711. https://doi.org/10.12973/eurasia.2015.1332a

Chicago

Demirci, Neşet. "Prospective High School Physics Teachers’ Beliefs about Teaching Practices: From Traditionalist to Constructivist". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 3 (2015): 693-711. https://doi.org/10.12973/eurasia.2015.1332a

Harvard

Demirci, N. (2015). Prospective High School Physics Teachers’ Beliefs about Teaching Practices: From Traditionalist to Constructivist. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), pp. 693-711. https://doi.org/10.12973/eurasia.2015.1332a

MLA

Demirci, Neşet "Prospective High School Physics Teachers’ Beliefs about Teaching Practices: From Traditionalist to Constructivist". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 3, 2015, pp. 693-711. https://doi.org/10.12973/eurasia.2015.1332a