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ERIC Number: ED443697
Record Type: Non-Journal
Publication Date: 1999
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Changes in Science Teachers' Practice & Beliefs: Progress toward Implementing Standards-Based Reforms.
Nagy, Kristin; Collins, Angelo; Duschl, Richard; Erduran, Sibel
Consistent with the current reform movement in science education, the purpose of this study was to examine how the introduction of an innovative curriculum influenced teachers' beliefs. Six teachers each implemented an Acids & Bases Curriculum Unit in a variety of middle school settings. The teachers were interviewed regarding their beliefs prior to and after the unit. Using the constant comparative method, triangulation of data, and member checking, a number of themes emerged. This paper focuses on changes in the teachers' beliefs about assessment and the nature of science. Each of the changes in beliefs are correlated with the National Science Education Standards (National Research Council, 1996). The conclusion is that implementation of the Standards through use of an innovative curriculum is progress toward changing teachers' beliefs about assessment and the nature of science, but there are further difficulties associated with establishing reforms in the classroom. (Author/ASK)
For full text: http://www.narst.org/narst/99conference/nagyetal.html.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Improving Student Learning and Achievement in Mathematics and Science, Dartmouth, MA.