Teachers' scientific epistemological views, conceptions of teaching science, and their approaches to teaching science: An exploratory study of inservice science teachers in Taiwan

Min Hsien Lee*, Chin Chung Tsai

*此作品的通信作者

研究成果: 書貢獻/報告類型篇章

11 引文 斯高帕斯(Scopus)

摘要

This chapter focuses on issues regarding the relations among inservice teachers' scientific epistemological views, conceptions of teaching science, and their approaches to teaching science. Twenty-five high school science teachers in Taiwan were selected as the subjects of this study. The research data were gathered by means of two instruments: An open-ended questionnaire to explore teachers' scientific epistemological beliefs and conceptions of teaching science, and an inventory to assess their approaches to teaching science. Based on the descriptive data, the relations between teachers' scientific epistemological beliefs, conceptions of teaching science, and their approaches to teaching science were revealed. In addition, the results of the present study show that senior teachers may have inconsistent beliefs regarding scientific knowledge and teaching science (i.e., "traditional" scientific epistemological beliefs but "constructivist" conceptions of teaching science). The results could be interpreted through a cultural lens. The implications for teacher education and professional development regarding inservice teachers are also discussed.

原文英語
主出版物標題Personal Epistemology and Teacher Education
發行者Taylor and Francis
頁面246-262
頁數17
ISBN(電子)9780203806616
ISBN(列印)9780415883566
出版狀態已發佈 - 2012 5月 23
對外發佈

ASJC Scopus subject areas

  • 一般社會科學
  • 一般藝術與人文科學

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