From Traditional To Reform-Based Teaching Beliefs and Classroom Practices of Elementary Science Teachers

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dc.contributor.authorŞen, Ömer Faruk
dc.contributor.authorSarı, Uğur
dc.date.accessioned2025-01-21T16:27:39Z
dc.date.available2025-01-21T16:27:39Z
dc.date.issued2018
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThe purpose of this mixed-methods study was to examine the relationship between teachers’ beliefs about their teaching and their classroom practices based on interviews and classroom observations across eight elementary science teachers. A quantitative research analysis showed there was a statistically positive correlation between their beliefs and practices. However, only three teachers’ belief categories were coherent with classroom practices. We argue that there is a complex understanding of tension between the two entities. Those teachers with traditional teaching profiles noted that centralized exams and a strict curriculum limited their classroom practices. Implications for this study about the practice of reform-based teaching are discussed. © 2018. All Rights Reserved.
dc.identifier.endpage95
dc.identifier.issn2200-4270
dc.identifier.issue6
dc.identifier.scopus2-s2.0-85064679520
dc.identifier.scopusqualityQ3
dc.identifier.startpage76
dc.identifier.urihttps://hdl.handle.net/20.500.12587/23388
dc.identifier.volume26
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherInstitute for Innovation in Science and Mathematics Education, The University of Sydney
dc.relation.ispartofInternational Journal of Innovation in Science and Mathematics Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectclassroom practice; reform-based education; science education; teacher beliefs; traditional practices
dc.titleFrom Traditional To Reform-Based Teaching Beliefs and Classroom Practices of Elementary Science Teachers
dc.typeArticle

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