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ERIC Number: EJ1081858
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
Reference Count: 65
ISSN: EISSN-1306 3065
Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching
Isiksal-Bostan, Mine; Sahin, Elvan; Ertepinar, Hamide
International Journal of Environmental and Science Education, v10 n5 p603-621 2015
The purpose of this study was to examine the relationships among Turkish classroom, science and mathematics teachers' beliefs toward using inquiry-based approaches, traditional teaching approaches, and technology in their mathematics and science classrooms; their efficacy beliefs in teaching those subjects; and years of experience in teaching in consideration of curriculum movements. The analysis was based on 258 teachers who had been working in elementary schools in Ankara, Turkey. The Teacher Beliefs toward Instructional Approaches Questionnaire-Revised Scale was used as a measuring instrument. Conducting descriptive statistics, it was found that the teachers had strong beliefs in using inquiry-based instructional approach. The results of two-way MANOVA showed no statistical difference between teachers' beliefs regarding alternative teaching approaches with respect to their branches. Similarly, no significant difference was reported on their beliefs regarding traditional and technology-enhanced instructional approaches in terms of years of experience in teaching. On the other hand, the teachers with an experience of more than 16 years had significantly more favorable beliefs on using inquiry-based instructional approaches than the teachers with an experience of 6-10 years. The results of path analysis revealed that teachers' experience in teaching had a significant and positive relation to their beliefs in using traditional teaching approaches and their teaching efficacy, but negative relation to their beliefs in using technology-enhanced teaching approaches. No significant relationship between these teachers' experiences and their beliefs in using inquiry-based approaches was reported. It was also shown that beliefs in using inquiry-based approaches were positively associated with beliefs in using technology-enhanced approaches.
International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey