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Mataka, Lloyd M.; Saderholm, Jon C.; Hodge, Tracy – Science Education International, 2019
This study explored the epistemological beliefs of the science faculty at a small liberal arts college in the Southern United States and investigated the effect of a Faculty Learning Community (FLC) professional development (PD). The teacher beliefs interviews (Luft and Roehrig, 2007) were used to investigate epistemological beliefs of faculty…
Descriptors: Faculty Development, Teacher Attitudes, Beliefs, Epistemology
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Qureshi, Azhar M.; Demir, Kadir – Science Education International, 2019
Pakistan, like many other countries of the world, has continually been criticized for its unproductive professional development (PD) policies and practices for teachers due to low student achievement in science disciplines. A good portion of science teachers (62%) in Pakistan was found to be uncomfortable in teaching the scientific concepts…
Descriptors: Foreign Countries, Science Teachers, Faculty Development, Teacher Competencies
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Uçar, Murat Berat; Sahin, Elvan – Science Education International, 2018
This quantitative study aimed to examine Turkish pre-service science teachers' beliefs regarding the demarcating between science and pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science teachers were examined based on the dimensions of the instrument, namely science…
Descriptors: Preservice Teachers, Science Teachers, Foreign Countries, Student Attitudes
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Sen, Senol; Yilmaz, Ayhan – Science Education International, 2016
The objective of this study is to analyze the relationship between preservice teachers' time and study environment management, effort regulation, self-efficacy beliefs, control of learning beliefs and metacognitive self-regulation. This study also investigates the direct and indirect effects of metacognitive self-regulation on time and study…
Descriptors: Structural Equation Models, Preservice Teachers, Self Efficacy, Self Control
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Sormunen, K.; Keinonen, T.; Holbrook, J. – Science Education International, 2014
The core idea of the PROFILES project is to support science teachers' continuous professional development. The instructional innovation of the PROFILES is the so called Three Stage Model (TSM) which aims to arouse students' intrinsic motivation, to offer a meaningful inquiry-based learning environment and to use the science learning in…
Descriptors: Foreign Countries, Science Teachers, Teacher Attitudes, Professional Continuing Education
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Macugay, Eva B.; Bernardo, Allan B. I. – Science Education International, 2013
Science coursework is an important element of the pre-service education of science teachers. In this study we test the hypothesis that more science coursework influences pedagogical beliefs of science teachers by studying the pedagogical beliefs of 305 Filipino science teachers. We compared pedagogical beliefs of primary school (less science…
Descriptors: Science Teachers, Teacher Attitudes, Science Instruction, Teaching Methods
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Al-Amoush, Siham A.; Markic, Silvija; Abu-Hola, Imfadi; Eilks, Ingo – Science Education International, 2011
This paper presents an exploratory study of Jordanian chemistry student teachers' and experienced teachers' beliefs about teaching and learning. Different instruments were used, focusing on different aspects of teaching and learning. The first instrument is based on teachers' and students' drawings of teaching situations. It includes open…
Descriptors: Student Teachers, Chemistry, Educational Change, Foreign Countries