標題: Nested epistemologies: science teachers' beliefs of teaching, learning and science
作者: Tsai, CC
師資培育中心
Center of Teacher Education
公開日期: 1-八月-2002
摘要: This study explores the relationships among teachers' beliefs about teaching science, learning science and the nature of science. Through interviewing 37 Taiwanese science teachers, teachers' beliefs about teaching, learning and science were respectively categorized as either 'traditional', or 'process', or 'constructivist'. It was found that most science teachers had 'traditional' beliefs. Moreover, more than a half of the teachers held views about teaching, learning and science that were closely aligned. This study, hence, called these closely aligned beliefs as 'nested epistemologies'. This study also suggested that the 'nested epistemologies' tended to be found in teachers of greater teaching experiences. It is suggested that the 'nested epistemologies' affect teachers' perceptions of the practice of science instruction.
URI: http://dx.doi.org/10.1080/09500690110049132
http://hdl.handle.net/11536/14482
ISSN: 0950-0693
DOI: 10.1080/09500690110049132
期刊: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volume: 24
Issue: 8
起始頁: 771
結束頁: 783
顯示於類別:期刊論文


文件中的檔案:

  1. 000177250000001.pdf