ERIC Number: ED418887
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Biology and Physics Students' Beliefs about Science and Science Learning in Non-Traditional Classrooms.
Discenna, Jennifer L.; Howse, Melissa A.
The knowledge that students bring to the classroom has been a well-studied domain. The types of knowledge studied have included content knowledge as well as epistemological beliefs that students hold. This study focuses specifically on preservice elementary education students' understanding of science and science learning as a meaning-making activity. Student reflection books were used to describe these beliefs during a 15-week, nontraditional, inquiry-based biology or physics course. A coding scheme was developed to describe the students' beliefs about science and science learning as a meaning-making activity. Using this scheme, beliefs about science were compared with beliefs about learning. Student beliefs of science making were different from their beliefs about science learning, possibly owing to their firmer beliefs about science teaching. In addition, the beliefs that students held about science learning changed during the course. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A