Impact of the Knowledge and Beliefs of Egyptian Science Teachers in Integrating a STS Based Curriculum: A Sociocultural Perspective

Autor/in	Mansour, Nasser
Titel	Impact of the Knowledge and Beliefs of Egyptian Science Teachers in Integrating a STS Based Curriculum: A Sociocultural Perspective
Quelle	In: Journal of Science Teacher Education, 21 (2010) 5, S.513-534 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-010-9193-0
Schlagwörter	Sociocultural Patterns; Science and Society; Science Teachers; Science Curriculum; Beliefs; Integrated Curriculum; Performance Factors; Interviews; Questionnaires; Instructional Design; Instructional Innovation; Curriculum Development; Foreign Countries; Teacher Attitudes; Pedagogical Content Knowledge; Egypt + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Leistungsindikator; Interviewing; Interviewtechnik; Fragebogen; Lesson concept; Lessonplan; Unterrichtsentwurf; Educational Innovation; Bildungsinnovation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Lehrerverhalten; Pädagogische Kompetenz; Ägypten
Abstract	The failure of much curriculum innovation has been attributed to the neglect by innovators of teachers' perceptions. The purpose of this study was to investigate inservice science teachers views of integrating Science, Technology and Society (STS) issues into the science curriculum and identify the factors that influence their decisions concerning integrating STS issues (or not). The study used mixed methods (questionnaire and interviews) with Egyptian science teachers who teach science courses for 12- to 14-year-old students. The findings indicate that unless curriculum developers take account of teachers' beliefs and knowledge and the sociocultural factors that shape or influence those beliefs in designing and planning new STS curriculum materials, these materials are unlikely to be implemented according to their intended plan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10