Research Article
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Year 2018, Volume: 7 Issue: 2, 359 - 372, 15.04.2018

Ozlem Ates Gul Unal Coban Serap Kaya Sengoren

https://doi.org/10.12973/eu-jer.7.2.359

Abstract

References

  • Aguirre, J. M., Haggerty, S. M., & Linder, C. J. (1990). Student‐teachers’ conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science Education, 12(4), 381–390. https://doi.org/10.1080/0950069900120405
  • Appleton, K., & Asoko, H. (1996). A case study of a teacher’s progress toward using a constructivist view of learning to inform teaching in elementary science. Science Education, 80(2), 165–180.
  • Ates, O., & Eryilmaz, A. (2011). Effectiveness of hands-on and minds-on activities on students’ achievement and attitudes towards physics. Asia-Pacific Forum on Science Learning and Teaching, 12(1), 1–22.
  • Bassey, M. (1999). Case study research in educational settings (doing qualitative research in educational settings) (1st ed.). Maidenhead, UK: Open University Press.
  • Boulton-Lewis, G. M., Smith, D. J. H., McCrindle, A. R., Burnett, P. C., & Campbell, K. J. (2001). Secondary teachers’ conceptions of teaching and learning. Learning and Instruction, 11(1), 35–51. https://doi.org/10.1016/S0959-4752(00)00014-1
  • Boz, Y., & Uzuntiryaki, E. (2006). Turkish prospective chemistry teachers’ beliefs about chemistry teaching. International Journal of Science Education, 28(14), 1647–1667. https://doi.org/10.1080/09500690500439132
  • Brickhouse, N. (1990). Teachers’ beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53–62. https://doi.org/10.1177/002248719004100307
  • Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association of Supervision and Curriculum Development.
  • Bryan, L. A., & Gustafson, Brenda; Rowell, P. M. (2003). Nestedness of beliefs: Examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching, 40(9), 835–868. https://doi.org/10.1080/0950069950170504
  • Caleon, I. S., Tan, Y. S. M., & Cho, Y. H. (2018). Does teaching experience matter? The beliefs and practices of beginning and experienced physics teachers. Research in Science Education, 48(1), 117–149. https://doi.org/10.1007/s11165-016-9562-6
  • Cornett, J. W., Yeotis, C., & Terwilliger, L. (1990). Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary science teacher. Science Education, 74(5), 517–529. https://doi.org/10.1002/sce.3730740503
  • Cronin-Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28(3), 235–250. https://doi.org/10.1002/tea.3660280305
  • Demirci, N. (2015). Prospective high school physics teachers’ beliefs about teaching practices: From traditionalist to constructivist. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 693–711. https://doi.org/10.12973/eurasia.2015.1332a
  • Dillon, D. R., O’Brien, D. G., Moje, E. B., & Stewart, R. A. (1994). Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies. Journal of Research in Science Teaching, 31(4), 345–362. https://doi.org/10.1002/tea.3660310405
  • Duru, S. (2006). Pre-service elementary education teachers’ beliefs about teaching and learning in Turkey. Unpublished PhD Thesis in Indiana University School of Education, Bloomington, Indiana.
  • Gustafson, B. J., Rowell, P. M., & Gustafson, Brenda J. ; Rowell, P. M. (1995). Elementary preservice teachers: Constructing conceptions about learning science, teaching science and the nature of science. International Journal of Science Education, 17(5), 589–605. https://doi.org/10.1080/0950069950170504
  • Hancock, E. S., & Gallard, A. J. (2004). Preservice science teachers’ beliefs about teaching and learning: The influence of k-12 field experiences. Journal of Science Teacher Education, 15(4), 281–291.
  • Haney, J. J., & Mcarthur, J. (2002). Four case studies of prospective science teachers’ beliefs concerning constructivist teaching practices. Science Education, 86(6), 783–802. https://doi.org/10.1002/sce.10038
  • Hashweh, M. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47–63. https://doi.org/10.1002/(SICI)1098-2736(199601)33:1%3C47::AID-TEA3%3E3.0.CO;2-P
  • Hewson, P. W., & Hewson, M. G. (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72(5), 597–614. https://doi.org/10.1002/sce.3730720506
  • Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16(1), 21–32.
  • Jenkins, E. W. (2000). Constructivism in school science education: Powerful model or the most dangerous intellectual tendency? Science & Education, 9, 599–610.
  • Justi, R. S., & Gilbert, J. K. (2002). Science teachers’ knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education, 24(12), 1273–1292. https://doi.org/10.1080/09500690210163198
  • Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359. https://doi.org/10.1002/tea.3660290404
  • Mansour, N. (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International Journal of Science Education, 35(7), 1230–1275. https://doi.org/10.1080/09500693.2012.743196
  • Mellado, V. (1997). Preservice teachers’ classroom practice and their conceptions of nature of science. Science and Education, 6(4), 331–354.
  • Mellado, V. (1998). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Education, 82, 197–214.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco: Jossey-Bass Publishers.
  • Munby, H. (1982). The place of teachers’ beliefs in research on teacher thinking and decision making, and an alternative methodology. Instructional Science, 11(1), 201–225. https://doi.org/10.1007/BF00414280
  • Munby, H., Cunningham, M., & Lock, C. (2000). School science culture: A case study of barriers to developing professional knowledge. Science Education, 84, 193–211.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328. https://doi.org/10.1080/0022027870190403
  • Ogan-Bekiroglu, F., & Akkoc, H. (2009). Preservice teachers’ instructional beliefs and examination of consistency between beliefs and practices. International Journal of Science and Mathematics Education, 7(1), 1173–1199. https://doi.org/10.1007/s10763-009-9157-z
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
  • Porlán, R., Martín, R., & Pozo, D. (2004). The conceptions of in-service and prospective primary school teachers about the teaching and learning of science. Journal of Science Teacher Education, 15(1), 39–62. https://doi.org/10.1023/B:JSTE.0000031462.40615.56
  • Prawat, R. S. (1992). Teachers’ beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100(3), 354–395. https://doi.org/10.1086/444021
  • Qhobela, M., & Kolitsoe Moru, E. (2014). Examining secondary school physics teachers’ beliefs about teaching and classroom practices in lesotho as a foundation for professional development. International Journal of Science and Mathematics Education, 12(6), 1367–1392. https://doi.org/10.1007/s10763-013-9445-5
  • Savasci, F., & Berlin, D. F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1), 65–86. https://doi.org/10.1007/s10972-011-9262-z
  • Seda Cetin, P., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’ and in-service teachers’ views about constructivist implementations. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(2), 143–163. https://doi.org/10.12973/nefmed.2014.8.2.a7
  • Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., … Spector, B. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching, 36(8), 930–954.
  • Smith, D. C., & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5(1), 1–20. https://doi.org/10.1016/0742-051X(89)90015-2
  • Tobin, K., & Mcrobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80(2), 223–241.
  • Tsai, C.-C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771–783. https://doi.org/10.1080/09500690110049132
  • Tupsai, J., Yuenyong, C., & Taylor, P. C. (2015). Initial implementation of constructivist physics teaching in Thailand: A case of Bass pre-service teacher. Mediterranean Journal of Social Sciences, 6(2), 506–513. https://doi.org/10.5901/mjss.2015.v6n2p506
  • Unal, G., & Akpinar, E. (2006). To what extent science teachers are constructivist in their classrooms? Journal of Baltic Science Education, 2(10), 40–50.
  • Uzuntiryaki, E., Boz, Y., Kirbulut, D., & Bektas, O. (2010). Do pre-service chemistry teachers reflect their beliefs about constructivism in their teaching practices? Research in Science Education, 40(1), 403–424. https://doi.org/10.1007/s11165-009-9127-z
  • Yin, R. K. (2009). Case study research: design and methods. (3rd ed.). Thousand Oaks, CA: SAGE Publications Inc.

Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers

Year 2018, Volume: 7 Issue: 2, 359 - 372, 15.04.2018

Ozlem Ates Gul Unal Coban Serap Kaya Sengoren

https://doi.org/10.12973/eu-jer.7.2.359

Abstract

This study aims to explain the extent to
which prospective physics teachers’ views and practices are consistent with the
constructivist framework. A case study design was employed as the research
approach. The study was conducted with 11 prospective physics teachers
attending a state university in Turkey. Data was collected through
semi-structured interviews, observation notes and lesson plans. The interview
guide consisted of questions which allowed the interviewer to probe participants’
views of constructivism based on 5E learning model. Such questions as “how do
you plan your teaching?” (introducing new topics, continuing the lecture, types
of questions to ask, evaluating students’ understanding etc.) were included in
the interview. Following the analysis of the interview data, participants’
profiles were classified into three categories: traditional, transition and
constructivist under the dimensions “beginning of a lesson,” “learning
process,” “learning environment” and “assessment.” Observations were carried
out using an observation checklist consisting of 24 items based on 5E learning
model. Another checklist developed by the researchers was used to evaluate
participants’ teaching qualifications. Interview results showed that seven participants
had transitional, three had constructivist and one had traditional views.
However, none of the participants were observed to exhibit constructivist
teaching styles. Moreover, observation and interview results were consistent
only for six participants, indicating that almost half of the participants had
difficulty putting their views into practice.

Keywords

Constructivism prospective physics teachers teaching practice teacher education

References

  • Aguirre, J. M., Haggerty, S. M., & Linder, C. J. (1990). Student‐teachers’ conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science Education, 12(4), 381–390. https://doi.org/10.1080/0950069900120405
  • Appleton, K., & Asoko, H. (1996). A case study of a teacher’s progress toward using a constructivist view of learning to inform teaching in elementary science. Science Education, 80(2), 165–180.
  • Ates, O., & Eryilmaz, A. (2011). Effectiveness of hands-on and minds-on activities on students’ achievement and attitudes towards physics. Asia-Pacific Forum on Science Learning and Teaching, 12(1), 1–22.
  • Bassey, M. (1999). Case study research in educational settings (doing qualitative research in educational settings) (1st ed.). Maidenhead, UK: Open University Press.
  • Boulton-Lewis, G. M., Smith, D. J. H., McCrindle, A. R., Burnett, P. C., & Campbell, K. J. (2001). Secondary teachers’ conceptions of teaching and learning. Learning and Instruction, 11(1), 35–51. https://doi.org/10.1016/S0959-4752(00)00014-1
  • Boz, Y., & Uzuntiryaki, E. (2006). Turkish prospective chemistry teachers’ beliefs about chemistry teaching. International Journal of Science Education, 28(14), 1647–1667. https://doi.org/10.1080/09500690500439132
  • Brickhouse, N. (1990). Teachers’ beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53–62. https://doi.org/10.1177/002248719004100307
  • Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association of Supervision and Curriculum Development.
  • Bryan, L. A., & Gustafson, Brenda; Rowell, P. M. (2003). Nestedness of beliefs: Examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching, 40(9), 835–868. https://doi.org/10.1080/0950069950170504
  • Caleon, I. S., Tan, Y. S. M., & Cho, Y. H. (2018). Does teaching experience matter? The beliefs and practices of beginning and experienced physics teachers. Research in Science Education, 48(1), 117–149. https://doi.org/10.1007/s11165-016-9562-6
  • Cornett, J. W., Yeotis, C., & Terwilliger, L. (1990). Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary science teacher. Science Education, 74(5), 517–529. https://doi.org/10.1002/sce.3730740503
  • Cronin-Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28(3), 235–250. https://doi.org/10.1002/tea.3660280305
  • Demirci, N. (2015). Prospective high school physics teachers’ beliefs about teaching practices: From traditionalist to constructivist. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 693–711. https://doi.org/10.12973/eurasia.2015.1332a
  • Dillon, D. R., O’Brien, D. G., Moje, E. B., & Stewart, R. A. (1994). Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies. Journal of Research in Science Teaching, 31(4), 345–362. https://doi.org/10.1002/tea.3660310405
  • Duru, S. (2006). Pre-service elementary education teachers’ beliefs about teaching and learning in Turkey. Unpublished PhD Thesis in Indiana University School of Education, Bloomington, Indiana.
  • Gustafson, B. J., Rowell, P. M., & Gustafson, Brenda J. ; Rowell, P. M. (1995). Elementary preservice teachers: Constructing conceptions about learning science, teaching science and the nature of science. International Journal of Science Education, 17(5), 589–605. https://doi.org/10.1080/0950069950170504
  • Hancock, E. S., & Gallard, A. J. (2004). Preservice science teachers’ beliefs about teaching and learning: The influence of k-12 field experiences. Journal of Science Teacher Education, 15(4), 281–291.
  • Haney, J. J., & Mcarthur, J. (2002). Four case studies of prospective science teachers’ beliefs concerning constructivist teaching practices. Science Education, 86(6), 783–802. https://doi.org/10.1002/sce.10038
  • Hashweh, M. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47–63. https://doi.org/10.1002/(SICI)1098-2736(199601)33:1%3C47::AID-TEA3%3E3.0.CO;2-P
  • Hewson, P. W., & Hewson, M. G. (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72(5), 597–614. https://doi.org/10.1002/sce.3730720506
  • Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16(1), 21–32.
  • Jenkins, E. W. (2000). Constructivism in school science education: Powerful model or the most dangerous intellectual tendency? Science & Education, 9, 599–610.
  • Justi, R. S., & Gilbert, J. K. (2002). Science teachers’ knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education, 24(12), 1273–1292. https://doi.org/10.1080/09500690210163198
  • Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359. https://doi.org/10.1002/tea.3660290404
  • Mansour, N. (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International Journal of Science Education, 35(7), 1230–1275. https://doi.org/10.1080/09500693.2012.743196
  • Mellado, V. (1997). Preservice teachers’ classroom practice and their conceptions of nature of science. Science and Education, 6(4), 331–354.
  • Mellado, V. (1998). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Education, 82, 197–214.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco: Jossey-Bass Publishers.
  • Munby, H. (1982). The place of teachers’ beliefs in research on teacher thinking and decision making, and an alternative methodology. Instructional Science, 11(1), 201–225. https://doi.org/10.1007/BF00414280
  • Munby, H., Cunningham, M., & Lock, C. (2000). School science culture: A case study of barriers to developing professional knowledge. Science Education, 84, 193–211.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328. https://doi.org/10.1080/0022027870190403
  • Ogan-Bekiroglu, F., & Akkoc, H. (2009). Preservice teachers’ instructional beliefs and examination of consistency between beliefs and practices. International Journal of Science and Mathematics Education, 7(1), 1173–1199. https://doi.org/10.1007/s10763-009-9157-z
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
  • Porlán, R., Martín, R., & Pozo, D. (2004). The conceptions of in-service and prospective primary school teachers about the teaching and learning of science. Journal of Science Teacher Education, 15(1), 39–62. https://doi.org/10.1023/B:JSTE.0000031462.40615.56
  • Prawat, R. S. (1992). Teachers’ beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100(3), 354–395. https://doi.org/10.1086/444021
  • Qhobela, M., & Kolitsoe Moru, E. (2014). Examining secondary school physics teachers’ beliefs about teaching and classroom practices in lesotho as a foundation for professional development. International Journal of Science and Mathematics Education, 12(6), 1367–1392. https://doi.org/10.1007/s10763-013-9445-5
  • Savasci, F., & Berlin, D. F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1), 65–86. https://doi.org/10.1007/s10972-011-9262-z
  • Seda Cetin, P., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’ and in-service teachers’ views about constructivist implementations. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(2), 143–163. https://doi.org/10.12973/nefmed.2014.8.2.a7
  • Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., … Spector, B. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching, 36(8), 930–954.
  • Smith, D. C., & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5(1), 1–20. https://doi.org/10.1016/0742-051X(89)90015-2
  • Tobin, K., & Mcrobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80(2), 223–241.
  • Tsai, C.-C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771–783. https://doi.org/10.1080/09500690110049132
  • Tupsai, J., Yuenyong, C., & Taylor, P. C. (2015). Initial implementation of constructivist physics teaching in Thailand: A case of Bass pre-service teacher. Mediterranean Journal of Social Sciences, 6(2), 506–513. https://doi.org/10.5901/mjss.2015.v6n2p506
  • Unal, G., & Akpinar, E. (2006). To what extent science teachers are constructivist in their classrooms? Journal of Baltic Science Education, 2(10), 40–50.
  • Uzuntiryaki, E., Boz, Y., Kirbulut, D., & Bektas, O. (2010). Do pre-service chemistry teachers reflect their beliefs about constructivism in their teaching practices? Research in Science Education, 40(1), 403–424. https://doi.org/10.1007/s11165-009-9127-z
  • Yin, R. K. (2009). Case study research: design and methods. (3rd ed.). Thousand Oaks, CA: SAGE Publications Inc.
There are 46 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Ozlem Ates

Gul Unal Coban

Serap Kaya Sengoren

Publication Date April 15, 2018
Published in Issue Year 2018 Volume: 7 Issue: 2

Cite

APA Ates, O., Unal Coban, G., & Kaya Sengoren, S. (2018). Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers. European Journal of Educational Research, 7(2), 359-372. https://doi.org/10.12973/eu-jer.7.2.359
AMA Ates O, Unal Coban G, Kaya Sengoren S. Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers. eujer. April 2018;7(2):359-372. doi:10.12973/eu-jer.7.2.359
Chicago Ates, Ozlem, Gul Unal Coban, and Serap Kaya Sengoren. “Consistency Between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers”. European Journal of Educational Research 7, no. 2 (April 2018): 359-72. https://doi.org/10.12973/eu-jer.7.2.359.
EndNote Ates O, Unal Coban G, Kaya Sengoren S (April 1, 2018) Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers. European Journal of Educational Research 7 2 359–372.
IEEE O. Ates, G. Unal Coban, and S. Kaya Sengoren, “Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers”, eujer, vol. 7, no. 2, pp. 359–372, 2018, doi: 10.12973/eu-jer.7.2.359.
ISNAD Ates, Ozlem et al. “Consistency Between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers”. European Journal of Educational Research 7/2 (April 2018), 359-372. https://doi.org/10.12973/eu-jer.7.2.359.
JAMA Ates O, Unal Coban G, Kaya Sengoren S. Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers. eujer. 2018;7:359–372.
MLA Ates, Ozlem et al. “Consistency Between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers”. European Journal of Educational Research, vol. 7, no. 2, 2018, pp. 359-72, doi:10.12973/eu-jer.7.2.359.
Vancouver Ates O, Unal Coban G, Kaya Sengoren S. Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers. eujer. 2018;7(2):359-72.
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