The Impact of Pre-Service Teachers' Pedagogical Beliefs on Teaching Science as Inquiry: A Silent Antagonist for Effective Inquiry-Based Science Lessons

Autor/inn/en	Nawanidbumrung, Witchayada; Samiphak, Sara; Inoue, Noriyuki
Titel	The Impact of Pre-Service Teachers' Pedagogical Beliefs on Teaching Science as Inquiry: A Silent Antagonist for Effective Inquiry-Based Science Lessons
Quelle	In: Science Education International, 33 (2022) 1, S.112-121 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Preservice Teachers; Student Attitudes; Predictor Variables; Educational Practices; Inquiry; Science Teachers; Science Instruction; Hands on Science; Teaching Methods; Learning Experience; Lesson Plans; Student Interests; Learner Engagement; Active Learning; Attitude Change; Foreign Countries; Teacher Education Programs; Secondary School Teachers; Thailand + Suchen Sie Ihr Suchwort? Schülerverhalten; Prädiktor; Bildungspraxis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Lesson planning; Unterrichtsplanung; Studieninteresse; Aktives Lernen; Attitudinal change; Einstellungsänderung; Ausland
Abstract	Teachers' beliefs are strong predictors of their practices. They guide how teachers understand the implementation of effective inquiry-based lessons. The cross-case analysis indicated that the fundamental problems observed in many Thai pre-service science teachers' classroom inquiries stemmed from their beliefs on teaching science. Although the teachers agreed on the importance of having students engage in scientific inquiry through hands-on activities, they believed that its purpose was to help students' sense-making of what the teachers told them. They believed an emphasis should be placed on asking as many knowledge questions as they would like, providing answers, giving procedural instructions to students, and offering specifics of what students should observe in the hands-on activities. The teachers believed that these were effective avenues to help students gain scientific knowledge in terms of concrete experiences. The observed lessons evidenced that teachers failed to elicit students' interest, curiosity, and engagement in inquiry lessons. This study suggests that pre-service teachers benefit from being provided with real-world opportunities to reflect on their educational beliefs and get suitable supports to transform their beliefs for delivering inquiry-based science lessons. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01