NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ853226
Record Type: Journal
Publication Date: 2009-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1609-4913
Teacher Beliefs and Practice in Science Education
Savasci-Acikalin, Funda
Asia-Pacific Forum on Science Learning and Teaching, v10 n1 Article 12 Jun 2009
Teacher beliefs and practice have been widely debated by educators in order to understand the nature of the relationship between these concepts. Despite the ongoing discussion, there is still no clear definition of belief and it has been used interchangeably with knowledge. Therefore, the first purpose of the study was to clarify the definitions and nature of beliefs and knowledge in order to understand the relationship between teacher beliefs and practice. Moreover, many scholars believe that teachers have a crucial role in implementing change in schools. Therefore, many research studies have been conducted in science education on a variety of issues. However, the findings of the research indicate that the relationship between teacher beliefs and practice is controversial and has a complex nature. The second purpose of this paper is to critically analyze research studies in terms of their weakness and strengths with some recommendations for further research. (Contains 1 table.)
Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A