The relationship between cultural beliefs and pedagogical beliefs among science teachers in Ilocos Norte: Implications for science teacher education

• Main Author: Macugay, Eva Balanay
• Format: text
• Language: English
• Published: Animo Repository 2002
• Subjects: Belief and doubt; Science teachers > Training of; Teachers > Training of; Teachers' workshops; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/894
• Institution: De La Salle University

This study determines the relationship between cultural beliefs and pedagogical beliefs among science teachers in Ilocos Norte. The study focuses on the correlation of cultural beliefs and pedagogical beliefs of science teachers. Likewise, it attempts to find out if there is a significant difference between elementary and high school science teachers in their cultural and pedagogical beliefs.Cultural beliefs included in the study were self-construal, abstract thinking, contextual thinking, attitudes toward technology and superstitious beliefs. The pedagogical beliefs were nature of science, teaching science and learning science. Findings of the quantitative part of the study revealed that there is a significant correlation among the cultural beliefs and the pedagogical beliefs. Furthermore, there is a significant difference between elementary and high school science teachers in their beliefs on Superstition, Learning Support Model and Ability Model. There is also a significant difference between science major and non science majors in their beliefs on Superstition, Learning Support Model, Contemporary Model and Ability Model.For the qualitative aspect of the study, science teachers interviewed believed that their cultural beliefs influenced their conceptualization of science concepts and teaching of science.