ERIC Number: ED364418
Record Type: RIE
Publication Date: 1993
Discontinuities in Science Teachers' Instructional Beliefs and Practices across Grade Levels.
Warkentin, Robert W.; And Others
This study tested two hypotheses: (1) that significant differences exist, across academic levels, in science teachers' conceptions about the nature of learning; and (2) that corresponding differences exist in how science teachers formulate, carry out, and monitor instruction/classroom activities, and in the kinds of study activities they encourage their students to perform. Eight middle school teachers, 10 high school teachers, and 9 college professors participated in the study. A teacher survey questionnaire was composed of the following dimensions: (1) indicators of a successful science student, (2) factors that influence student learning, (3) kinds of student study activities encouraged by teachers, and (4) teaching activities. Among the conclusions were: the major differences on these scales were between college and high school teachers, and college teachers tend to emphasize more cognitive processing strategies for learning, i.e. emphasizing student's attempts to learn, remember and understand academic information. In contrast, high school teachers tend to emphasize more effort management, self-regulatory skills, and environmental monitoring activities (e.g. goal setting, keeping to a schedule, feedback). (PR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (Clearwater Beach, FL, February 18-20, 1993).