One Country, Two Cultures--A Multi-Perspective View on Israeli Chemistry Teachers' Beliefs about Teaching and Learning

Autor/inn/en	Markic, Silvija; Eilks, Ingo; Mamlok-Naaman, Rachel; Hugerat, Muhamad; Kortam, Naji; Dkeidek, Iyad; Hofstein, Avi
Titel	One Country, Two Cultures--A Multi-Perspective View on Israeli Chemistry Teachers' Beliefs about Teaching and Learning
Quelle	In: Teachers and Teaching: Theory and Practice, 22 (2016) 2, S.131-147 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2015.1055423
Schlagwörter	Chemistry; Science Instruction; Qualitative Research; Teacher Attitudes; Jews; Arabs; Foreign Countries; Statistical Analysis; Epistemology; Beliefs; Science Teachers; Cultural Background; Secondary School Teachers; Cultural Differences; Check Lists; Teacher Characteristics; Grounded Theory; Teacher Role; Teaching Methods; Classroom Environment; Educational Objectives; Likert Scales; Israel + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Lehrerverhalten; Jew; Jude; Jüdin; Juden; Arab; Araber; Ausland; Statistische Analyse; Erkenntnistheorie; Belief; Glaube; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Kultureller Unterschied; Checkliste; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Educational objective; Bildungsziel; Erziehungsziel; Likert-Skala
Abstract	This paper presents a study focusing on differences in Israeli Jewish and Arab chemistry teachers' beliefs regarding teaching and learning of chemistry in the upper secondary schools. Israel is a country experiencing the problems of diverse cultural orientation of its inhabitants but applying the same educational system to its diverse cultural sectors. Education includes the same curriculum in chemistry for both the Israeli Jewish and Arab cultural sectors as well as final examinations (matriculation) set centrally by the Ministry of Education. Thus, this study can serve as a striking case for other countries facing similar cultural diversity. The study is based on two different instruments that are both qualitative and quantitative in nature. The qualitative data stem from chemistry teachers' drawings of themselves as teachers in a typical classroom situation accompanied by four open questions. The data analysis follows three qualitative scales: beliefs about classroom organization, beliefs about teaching objectives and epistemological beliefs. A quantitative study gives insights into teachers' beliefs about what characterizes good education. The main goal of the present paper is to determine whether both groups of chemistry teachers with different sociocultural background in Israel hold different views about education in general and chemistry education in particular. The findings provide evidence that in Israeli chemistry classrooms, the beliefs of Arabic teachers differ from those of the Jewish teachers, although both groups live in the same country and operate the same educational system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01