A Study of the Association of Attitudes to the Philosophy of Science with Classroom Contexts, Academic Qualification and Professional Training, amongst A-Level Biology Teachers in Harare, Zimbabwe.

Gwimbi, Eric; Monk, Martin

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ666859

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0950-0693

EISSN: N/A

A Study of the Association of Attitudes to the Philosophy of Science with Classroom Contexts, Academic Qualification and Professional Training, amongst A-Level Biology Teachers in Harare, Zimbabwe.

Gwimbi, Eric; Monk, Martin

International Journal of Science Education, v25 n4 p469-88 Apr 2003

Investigates the association between attitude towards the philosophy of science and academic qualification professional training. Analyzes responses from 33 A-level biology teachers to a questionnaire and reports from teachers in Harare on their school contexts. Suggests that the differential distribution of facilities and resources across school contexts reinforces the differential distribution of attitudes towards the philosophy of science. (Author/KHR)

Descriptors: Biology, Classroom Environment, Context Effect, Foreign Countries, Professional Development, Science Instruction, Science Teachers, Secondary Education, Teacher Attitudes, Teacher Education Programs

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Zimbabwe

Grant or Contract Numbers: N/A

Privacy | Copyright | Contact Us | Selection Policy | API