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

Eylem Yıldız Feyzioğlu

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

Title	SCIENCE TEACHERS’ BELIEFS AS BARRIERS TO IMPLEMENTATION OF CONSTRUCTIVIST-BASED EDUCATION REFORM
Publication Type	Journal Article
Year of Publication	2012
Authors	Feyzioğlu, EY
Journal	Journal of Baltic Science Education
Volume	11
Issue	4
Start Page	302-317
Date Published	December/2012
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1023443
Keywords	classroom 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.
URL	http://oaji.net/articles/2014/987-1419168866.pdf
DOI	10.33225/jbse/12.11.302
Refereed Designation	Refereed
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