Pre-service teachers scientific epistemic beliefs, conceptions of learning science, and curriculum emphases
Pre-service Teachers beliefs about teaching and learning are important because these beliefs influence their classroom practices and learning design. The importance of these beliefs to teaching and learning outcomes reflects the need to improve and evaluate Pre-service Teachers educational beliefs....
Saved in:
| Main Author: | |
|---|---|
| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2018
|
| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_doctoral/575 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | De La Salle University |
| Language: | English |
| Summary: | Pre-service Teachers beliefs about teaching and learning are important because these beliefs influence their classroom practices and learning design. The importance of these beliefs to teaching and learning outcomes reflects the need to improve and evaluate Pre-service Teachers educational beliefs. In this study, the educational beliefs of the Pre-service Teachers were studied. The Concurrent Triangulation Design was utilized in the study. Three instruments were considered namely the Epistemological Beliefs Assessment in Physical Science (EBAPS), the Conception of Learning Science Questionnaire, (CLSQ) and the Curriculum Emphases Questionnaire (CEQ). There were 213 Pre-service Teachers who participated in the study. Their study program was Bachelor of Secondary Education (BSED) major in Physics, Chemistry, and Physical Science. The participants came from private and public institutions in three regions: National Capital Region (NCR), Cordillera Administrative Region (CAR), and Region I. Results showed that most of the Pre-service Teachers believed that knowledge should be highly structured, applicable to different situations, changing, and coming from authority figure. They also believed that application and understanding should be part of learning science while memorization, preparing for test and solving problems like a recipe are not. Relatively, most of them also believed that subject-matter, socio-scientific issues, history, and philosophy should be part of learning science. One-way ANOVA revealed that gender, specialization, SES, and SUC levelling affect the educational beliefs of the participants. The main effect suggests that these variables should be considered when evaluating the expert-like beliefs of the Pre-service Teachers. Result also revealed that expert-like beliefs of the Pre-service Teachers are positively correlated with productive curriculum emphases and constructive conceptions of learning. These must be considered in the curricular reform. |
|---|