A Longitudinal Investigation of the Preservice Science Teachers' Beliefs about Science Teaching during a Science Teacher Training Programme

Autor/in	Buldur, Serkan
Titel	A Longitudinal Investigation of the Preservice Science Teachers' Beliefs about Science Teaching during a Science Teacher Training Programme
Quelle	In: International Journal of Science Education, 39 (2017) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1262084
Schlagwörter	Longitudinal Studies; Preservice Teachers; Student Attitudes; Science Instruction; Teacher Education Programs; Cognitive Style; Teaching Styles; Undergraduate Study; Methods Courses; Conventional Instruction; Student Centered Learning; Attitude Change; Foreign Countries; Check Lists; Freehand Drawing; Statistical Analysis; Models; Visualization; Turkey + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognitive styles; Kognitiver Stil; Lehrstil; Unterrichtsstil; Grundstudium; Methodisch-didaktische Anleitung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Attitudinal change; Einstellungsänderung; Ausland; Checkliste; Drawing; Zeichnen; Statistische Analyse; Analogiemodell; Visualisation; Visualisierung; Türkei
Abstract	The aim of this longitudinal study was to investigate the changes in preservice science teachers' beliefs about science teaching during a science teacher training programme. The study was designed as a panel study, and the data were collected from the same participants at the end of each academic year during a four-year period. The participants were composed of 76 preservice teachers, and the DASTT-C was used as the data collection tool. As a result of the study, it was determined that the students had conventional teaching beliefs after the first years of the teacher training programme. Moreover, the mental teaching styles of preservice teachers about the science teaching were found to undergo changes throughout their undergraduate education. Participants' beliefs about conventional teaching started to change, especially after they first took a science method course in their third year and their beliefs shifted towards student-centred teaching. Implications for science teacher training programmes were also addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01