Student Teachers' Beliefs about Science

Author: Wolf-Watz, Margareta

Source: Journal of In-service Education, Volume 26, Number 2, June 2000 , pp. 403-413(11)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

<p>This study is part of a longitudinal research project following students from initial teacher education into their first job, to provide insights into how student teachers become novice teachers of science. This paper reports the results from the first part of the study focusing mainly on the beliefs that student teachers have about the teaching and learning of science. It draws on Ã-stman's three didactic typologies of science to show the popularity among student teachers of experiments, every-day science and constructivism. The findings of the study challenge teacher education to develop science teaching and learning as a more democratic, moral and cultural enterprise. This will later then have an impact on thinking about how and what students learn in science classes. The study reported here forms the background for future research on how stated values and knowledge about science (and mathematics) are enacted by novice teachers and put into their practice.</p>

Document Type: Research article

DOI: http://dx.doi.org/10.1080/13674580000200122

Affiliations: 1: University of UmeÃ¥, Sweden

Publication date: 2000-06-01