Nested epistemologies: Science teachers' beliefs of teaching, learning and science

International Journal of Science Education

Volumn 24, Issue 8, 2002, Pages 771-783

  Tsai, Chin Chung ^a  

^a NATIONAL CHIAO TUNG UNIVERSITY   (Taiwan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038889917     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/09500690110049132     Document Type: Article

References (40)

1. ABD-EL-KHALICK, F., BELL, R. L. and LEDERMAN, N. G. (1998) The nature of science and instructional practice: making the unnatural nature. Science Education, 82 (4), 417-437.
2. ARD-EL-KHALICK, F. and LEDERMAN, N.G. (2000) Improving science teachers' conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22 (7), 665-701.
3. AGUIRRE, J. M., HAGGERTY, S. M. and LINDER, C. J. (1990) Student-teachers' conceptions of science, teaching and learning: a case study in preservice science education. International Journal of Science Education, 12 (4), 381-390.
4. BODNER, G. M. (1986) Constructivism: a theory of knowledge. Journal of Chemical Education, 63 (10), 873-878.
5. BOULTON-Lewis, G. M., Smith, D. J. H., McCrindle, A. R., Burnett, P. C. and CAMPBELL, K. J. (2001) Secondary teachers' conceptions of teaching and learning. Learning and Instruction, 11 (1), 35-51.
6. BRICKHOUSE, N. W. (1989) The teaching of the philosophy of science in secondary classrooms: Case studies of teachers' personal theories. International Journal of Science Education, 11 (4), 437-449.
7. DONNELLY, J. (1999) Interpreting differences: the educational aims of teachers of science and history, and their implication. Journal of Curriculum Studies, 31 (1), 17-41.
8. DUSCHL, R. A and WRIGHT, E. (1989) A case study of high school teachers' decision making models for planning and teaching science. Journal of Research in Science Teaching, 26 (6), 467-501.
9. FLORES, F., LOPEZ, A., GALLEGOS, L. and BAROJAS, J. (2000) Transforming science and learning concepts of physics teachers. International Journal of Science Education, 22 (2), 197-208.
10. GALLAGHER, J. J. (1991) Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75 (1), 121-133.
11. GUSTAFSON, B. J. and ROWELL, P. M. (1995) Elementary preservice teachers: constructing conceptions about learning science, teaching science and the nature of science. International Journal of Science Education, 17 (5), 589-605.
12. HEWSON, P. W. and HEWSON, M. G. (1987) Science teachers' conceptions of teaching: Implications for teacher education. International Journal of Science Education, 9 (4), 425-440.
13. HEWSON, P. W. and HEWSON, M. G. (1988) An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72 (5), 597-614.
14. HODSON, D. (1998) Becoming critical about practical work: changing views and changing practice through action research. International Journal of Science Education, 20 (6), 683-694.
15. HOLT-REYNOLDS, D. (2000) What does the teacher do? Constructivist pedagogies and prospective teachers' beliefs about the role of a teacher. Teaching and Teacher Education, 16 (1), 21-32.
16. JENKINS, E. W. (2000) Constructivism in school science education: Powerful model or the most dangerous intellectual tendency? Science & Education, 9 (6), 599-610.
17. KANG, N.-H. and KEYS, C. W. (2000) An Investigation of Secondary School Science Teachers' Beliefs About and the Practices of Hands-on Activities. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
18. KOBALLA, T., GRABER, W., COLEEMAN, D. C. and KEMP, A. C. (2000) Prospective gymnasium teachers' conceptions of chemistry learning and teaching, International Journal of Science Education, 22 (2), 209-224.
19. LEACH, J., MILLAR, R., RYDER, J. and SERE, M. G. (2000) Epistemological understanding in science learning: the consistency of representations across contexts. Learning and Instruction, 10 (6), 497-525.
20. LEDERMAN, N. G. (1992) Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29 (4), 331-359.
21. LEDERMAN, N. G. (1999) Teachers' understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36 (8), 916-929.
22. MAOR, D. and TAYLOR, P. C. (1995) Teacher epistemology and scientific inquiry in computerized classroom environments. Journal of Research in Science Teaching, 32 (8), 839-854.
23. MATTHEWS, M. R. (2000) Editorial (Special issue on constructivism, epistemology and the learning of science). Science & Education, 9 (6), 491-505.
24. MELLADO, V. (1997) Preservice Teachers' classroom practice and their conceptions of the nature of science. Science & Education, 6 (4), 331-354.
25. MELLADO, V. (1998) The classroom practice of preservice teachers and their conceptions of teaching and learning science, Science Education, 82 (2), 197-214.
26. MILLAR, R. and DRIVER, R. (1987) Beyond processes. Studies in Science Education, 14, 33-62.
27. NESPOR, J. (1987) The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19 (4), 317-328.
28. NOLA, R. (1997) Constructivism in science and in science education: A philosophical critique. Science & Education, 6 (1), 55-83.
29. OSBORNE, J. F. (1996) Beyond constructivism. Science Education, 80 (1), 53-82.
30. PAJARES, M. F. (1992) Teachers' beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62 (3), 307-332.
31. STAYER, J. R. (1998) Constructivism: Sound theory of explicating the practice of science and science teaching. Journal of Research in Science Teaching, 35 (5), 501-520.
32. TILLEMA, H.H. (1994) Training and professional expertise - bridging the gap between new information and preexisting beliefs of teachers. Teaching and Teacher Education, 10 (6), 601-615.
33. TIRRI, K., HUSU, J. and KANSANEN, P. (1999) The epistemological stance between the knower and the known. Teaching and Teacher Education, 15 (8), 911-922.
34. TOBIN, K. (Ed.) (1993) The Practice of Constructivism in Science Education (Washington, D.C.: AAAS).
35. TRUMBULL, D. and SLACK, M. J. (1991) Learning to ask, listen, and analyze: using structured interviewing assignments to develop reflection in preservice science teachers. International Journal of Science Education, 13 (2), 129-142.
36. TSAI, C.-C. (1996) The Interrelationships between Junior High School Students' Scientific Epistemological Beliefs, Learning Environment Preferences and Cognitive Structure Outcomes. Unpublished doctoral dissertation, Teachers College, Columbia University, New York.
37. TSAI, C.-C. (1998a) An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82 (4), 473-489.
38. TSAI, C.-C. (1998b) Science learning and constructivism. Curriculum and Teaching, 13 (1), 31-52.
39. TSAI, C. C. (1999) 'Laboratory exercises help me memorize the scientific truths': A study of eighth graders' scientific epistemological views and learning in laboratory activities. Science Education, 83 (6), 654-674.
40. TSAI, C.-C. (2000) Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42 (2), 193-205.