Developing a Research Instrument to Record Pre-School Teachers' Beliefs about Teaching Practices in Natural Sciences

Autor/inn/en	Draganoudi, Aikaterini; Kaliampos, George; Lavidas, Konstantinos; Ravanis, Konstantinos
Titel	Developing a Research Instrument to Record Pre-School Teachers' Beliefs about Teaching Practices in Natural Sciences
Quelle	In: South African Journal of Education, 43 (2023) 1, Artikel 2031 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Draganoudi, Aikaterini) ORCID (Kaliampos, George) ORCID (Lavidas, Konstantinos) ORCID (Ravanis, Konstantinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Test Construction; Teaching Methods; Natural Sciences; Science Instruction; Test Validity; Test Reliability; Preschool Teachers; Public Schools; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Testaufbau; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaften; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Testvalidität; Testreliabilität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Public school; Öffentliche Schule; Ausland; Griechenland
Abstract	In the last 30 years, 4 distinct theoretical approaches have been described for early childhood science education. The approaches are, empiricist, Piagetian, socio-cognitive and socio-cultural. Drawing on the differences among these approaches regarding the theoretical framework adopted in teaching, the role that is assigned to the teacher during the activity and the actions that are expected from the children, we aimed to serve 2 purposes with this research. Firstly, to elicit the in-service pre-school teachers' beliefs about teaching practices for natural sciences and to record the approaches that these beliefs match. To fulfil this purpose, a new instrument was developed. Secondly, to examine the instrument's validity and reliability. The participants in the study were 94 pre-school teachers who served in public schools in 2 prefectures in Greece. Research findings suggest that pre-school teachers tend to state that they mainly adopt practices that fit the empiricist approach while practices that fit the socio-cognitive approach are not used so often. Finally, they seem to rarely follow practices that fit the socio-cultural and Piagetian approaches. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01