Constructing Elementary Teachers' Beliefs, Attitudes, and Practical Knowledge Through an Inquiry-Based Elementary Science Course

School Science and Mathematics

Volumn 109, Issue 6, 2009, Pages 313-324

  Choi, Sanghee ^a   Ramsey, John ^b  

^a UNIVERSITY OF MEMPHIS   (United States)

^b UNIVERSITY OF HOUSTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84859835423     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.2009.tb18101.x     Document Type: Article

References (64)

1. Abd-El-Khalick, F., Boujaoude, S., Lederman, N. G., Mamilok-Naaman, R., Hofstein, A., Niaz, M., et al. (2004). Inquiry in science education: International perspectives. Science Education, 88, 397–419.
2. Albarracin, D., & Wyer, R. S. (2000). The cognitive impact of past behavior: Influences on beliefs, attitudes, and future behavioral decisions. Journal of Personality and Social Psychology, 79, 5–22.
3. Albarracin, D., & Wyer, R. S. (2005). Belief formation, organization and change: Cognitive and motivational influences. In D. Albarracín, B. T. Johnson, & M. P. Zanna (Eds.), Handbook of attitudes and attitude change (pp. 273–322). Hillsdale, NJ : Erlbaum.
4. American Association for the Advancement of Science. (1990). Science for all Americans. New York : Oxford University Press.
5. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York : Oxford University Press.
6. Airasian, P. W., & Walsh, M. E. (1997, February). Constructivist cautions. Phi Delta Kappan, 78, 444–449.
7. Anderson, O. R. (1997). A neurocognitive perspective on current learning theory and science instructional strategies. Science Education, 81, 67–89.
8. Appleton, K., & Kindt, I. (2002). Beginning elementary teachers' development as teachers of science. Journal of Science Teacher Education, 13, 43–61.
9. Atwater, M. A. (1996). Social constructivism: Infusion into the multicultural science education research agenda. Journal of Research in Science Teaching, 33, 821–837.
10. Barros, S. S., & Elia, M. F. (1998). Physics teacher's attitudes: How do they affect the reality of the classroom and models for change? In A. Tiberghien, E. L. Jossem, & J. Barojas (Eds.), Connecting research in physics education with teacher education (section D2) (pp. 267–278). Ohio : ICPE.
11. Beattie, M. (1995). New prospects for teacher education: Narrative ways of knowing teaching and teacher learning. Educational Research, 37, 53–70.
12. Bitner, L. B. (1994, March). Revised science attitude scale for preservice elementary teachers: Re-examined. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA.
13. Bohning, G., & Hale, L. (1998). Images of self-confidence and the change-of-career prospective elementary science teacher. Journal of Elementary Science Teacher, 10 (1), 39–59.
14. Brandwein, O. F. (1962). Elements in a strategy for teaching science in the elementary school. Cambridge, MA : Harvard University Press.
15. Butts, D. P., Koballa, T. R., & Elliott, T. D. (1997). Does participating in an undergraduate elementary science methods course make a difference? Journal of Elementary Science Education, 9 (2), 1–17.
16. Bybee, R. W. (2000). Teaching science as inquiry. In J. Minstrell & E. H. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20–46). Boston : American Association Society Publisher.
17. Carol, S., & George, W. (1996). Elementary preservice teachers' knowledge and beliefs regarding science and mathematics. School Science and Mathematics, 96, 2–8.
18. Clark, C. M., & Peterson, P. L. (1986). Teachers' thought process. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 255–296). New York : Macmillan.
19. Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37, 916–937.
20. Cronin-Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28, 235–250.
21. Cuban, L. (1988). A fundamental puzzle of school reform. Phi Delta Kappan, 69, 341–344.
22. DeVellis, R. F. (2003). Scale development: Theory and application. Thousand Oaks, CA : Sage.
23. Duffee, L., & Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76, 493–506.
24. Eick, C. J., & Reed, C. J. (2002). What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Teacher Education, 86, 813–814.
25. Eiriksson, S. (1997). Preservice teachers' perceived constraints of teaching science in the elementary classroom. Journal of Elementary Science Education, 9 (2), 18–27.
26. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38 (1), 47–65.
27. Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343–357.
28. Gess-Newsome, J., Southerland, S. A., Johnson, A., & Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40, 731–767.
29. Goldston, D. (2005). Elementary science: Left behind? Journal of Science Teacher Education, 16, 185–187.
30. Haney, J. J., & Lumpe, A. T. (2003). Constructive beliefs about the science classroom learning environment: Perspective from teachers, administrators, parents, community members, and students. School Science and Mathematics, 103, 366–377.
31. Helms, J. V. (1998). Science and me: Subject matter and identity in secondary school science teachers. Journal of Research in Science Teaching, 35, 811–834.
32. Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers' classroom practices. Journal of Research in Science Teaching, 42, 668–690.
33. Johnson, K. (2004). The role of field Paleontology on teachers' attitudes toward inquiry science. NOVAtions Journal, 2f. Retrieved August 12, 2006, from http://novationsjournal.org/content/article.pl?sid=04/05/04/0024254.
34. Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631–645.
35. King, K., Shumow, L., & Lietz, S. (2001). Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices. International Journal of Science Education, 85, 89–110.
36. Knowles, J. G., & Holt-Reynolds, D. (1991). Shaping pedagogies through personal histories in preservice teacher education. Teachers College Record, 93, 87–111.
37. Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99, 259–271.
38. Lorsbach, A., & Tobin, K., (1992). Constructivism as a referent for science teaching. In F. Lorenz, K. Cochran, J. Krajcik, & P. Simpson (Eds.), Research matters … to the science teacher. NARST Monograph, 5 (pp. 21–28). Manhattan, KS : National Association for Research in Science Teaching.
39. Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (2000). Assessing teachers' beliefs about their science teaching context. Journal of Research in Science Teaching, 37, 275–292.
40. MacIssac, D., & Falconer, K. (2002). Reforming physics instruction via RTOP. The Physics Teacher, 40, 479–485.
41. Matthews, P. (1998). Constructivism in science education: A philosophical examination. Boston : Kluwer.
42. Mayer, R. E. (2004). Should there be a three-strike rule against pure discovery learning? American Psychologist, 59, 14–19.
43. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco : Jossey-Bass Publishers.
44. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A source book of new methods. Beverly Hills, CA : Sage.
45. Miller, K., & Worthington, G. (2007). Assessing interrater agreement in the coding of narrative data. Retrieved March 23, 2007, from http://bss.sfsu.edu/kemiller/presentations/miller-apa2001_inter-rater_agreement.pdf.
46. National Research Council. (1996). National science education standards. Washington, DC : National Academy Press.
47. National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC : National Academy Press.
48. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.
49. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
50. Phelps, A. J., & Lee, C. (2003). The power of practice: What students learn from how we teach. Journal of Chemical Education, 80, 829–832.
51. Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing science inquiry lesson. International Journal of Science Education, 26, 3–24.
52. Ruth, L. (2007, April). Impacts of reform-based curricula and pedagogy on student achievement in middle school science classrooms. Paper presented at the annual international conference of the National Research in Science Teaching, New Orleans, LA.
53. Sawada, D., Piburn, M., Turley, J., Falconer, K., Benford, R., Bloom, I., et al. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics, 102, 245–253.
54. Schön, D. A. (1987). Educating the reflective practitioner toward a new design for teaching and learning in the professions. San Francisco : Jossey-Bass.
55. Shulman, L. S. (2006). Those who understand: Knowledge growth in teaching [Electronic version], Educational Researcher, 15 (2), 4–14.
56. Sivertsen, M. L. (1993). Transforming ideas for teaching and learning science: A guide for elementary science education. (Report No. ISBN-0–16–041975). Washington, DC: Office of Educational Research and Improvement. (Eric Document Reproduction Service No. ED 362417).
57. Strauss, A. l., & Glaser, B. G. (1980). The discovery of grounded theory: Strategies for qualitative research. New York : Aldine.
58. Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers' experiences, beliefs, and classroom practices. Journal of Teacher Education, 51, 113–121.
59. Thompson, C. L., & Shrigley, R. L. (1986). What research says: Revising the science attitude scale. School Science and Mathematics, 86, 331–343.
60. Wallace, C. S., & Louden, W. (1992). Science teaching and teachers' knowledge: Prospects for reform of elementary classrooms. Science Education, 76, 507–521.
61. Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11, 301–321.
62. Weld, J., & Funk, L. (2005). “I'm not the science type”: Effect of an inquiry biology content course on pre-service elementary teachers' intentions about teaching science. Journal of Science Teacher Education, 16, 189–204.
63. Yerrick, R., Parke, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: The “filtering effect” of teachers' beliefs on understanding transformational views of teaching science. Science Education, 81, 137–159.
64. Zaccharia, Z. (2003). Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics. Journal of Research in Science Teaching, 40, 792–823.