SECONDARY SCHOOL PHYSICAL SCIENCE TEACHERS’ BELIEFS ON THE PURPOSES AND GOALS OF SCIENCE TEACHING: THE PRESENCE OF CULTURAL MYTHS

Sanchez, R. L.; Sheryl Lyn C. Monterola

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SECONDARY SCHOOL PHYSICAL SCIENCE TEACHERS’ BELIEFS ON THE PURPOSES AND GOALS OF SCIENCE TEACHING: THE PRESENCE OF CULTURAL MYTHS

Title	SECONDARY SCHOOL PHYSICAL SCIENCE TEACHERS’ BELIEFS ON THE PURPOSES AND GOALS OF SCIENCE TEACHING: THE PRESENCE OF CULTURAL MYTHS
Publication Type	Journal Article
Year of Publication	2024
Authors	Sanchez, R. L., Monterola, SLC
Journal	Journal of Baltic Science Education
Volume	23
Issue	5
Start Page	931-949
Pagination	Continuous
Date Published	October/2024
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	constructivist physical science education, cultural myths in physical science education, purposes and goals of science teaching, teachers' beliefs
Abstract	Understanding why teachers teach the way they do is important especially in a time of curriculum reforms. Hence, the aim of this research is to unpack the secondary school physical science teachers’ beliefs on the purposes and goals of science teaching (PGST) and to check the alignment of their beliefs on PGST with constructivism. A convergent parallel mixed method design was employed. Scale and checklist were used to collect data on the teachers’ beliefs. Thematic analysis of semi-structured interviews was used to explore the teachers’ implementation of the science curriculum. Results revealed that while teachers agree with the basic tenet of constructivism, their beliefs on the PGST were traditional. Difficulties of implementing their constructivist ideas on teaching and learning reinforced the cultural myths. Length of teaching experience and actual classroom teaching hours were seen as significant factors in the development of beliefs, whereas familiarity of curriculum intentions correlate negatively with the development of constructivist beliefs.
URL	https://oaji.net/articles/2023/987-1729495866.pdf
DOI	10.33225/jbse/24.23.931
Refereed Designation	Refereed
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