SCIENCE TEACHERS’ BELIEFS AS BARRIERS TO IMPLEMENTATION OF CONSTRUCTIVIST-BASED EDUCATION REFORM

TitleSCIENCE TEACHERS’ BELIEFS AS BARRIERS TO IMPLEMENTATION OF CONSTRUCTIVIST-BASED EDUCATION REFORM
Publication TypeJournal Article
Year of Publication2012
AuthorsFeyzioğlu, EY
JournalJournal of Baltic Science Education
Volume11
Issue4
Start Page302-317
Date PublishedDecember/2012
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1023443
Keywordsclassroom management, constructivism, learning science, Teacher beliefs, Teaching Science
Abstract

A new Science and Technology program had been applied in Turkey since 2005. Constructivism has been the predominant influence on the program. Accordingly, science teachers are expected to have beliefs that are consistent with constructivism. However, the question of “what are the Turkish science teachers’ beliefs” is important because, the success of the program is dependent upon the teachers’ beliefs. This paper reports on the investigation of the science teachers’ beliefs about teaching science, learning science and managing behavior problems and any relationships among these belief systems. Data were collected through interviews with 18 science teachers. Results indicated that most of the science teachers held transitive beliefs about teaching science, and traditional beliefs about learning science and managing behavior problems. While teachers with 1-10 years experiences held a constructivist belief, this belief gave way to traditional belief as the teaching experience advanced. Beliefs of teachers were both interrelated and nested.

URLhttp://oaji.net/articles/2014/987-1419168866.pdf
Refereed DesignationRefereed
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