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Preservice Science Teachers' Science Teaching orientations and Beliefs about Science

Kind, V.

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Abstract

This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via content-specific vignettes and questionnaire, respectively, prior to participation in a UK-based teacher education program. Data presented support Didactic, Academic Rigor, conceptual change, activity driven, and inquiry orientations as intuitive teacher stances. The paper proposes a continuum for these five science teaching orientations, ordered by potential teaching quality that may be useful to science teacher educators. Even though all participants were qualified scientists, naïve beliefs about science were prevalent, with few examples of informed and partially informed beliefs. Alignment of orientations and beliefs shows that orientations override preservice teachers’ notions of science teaching. Therefore, a further recommendation based on these data is that preservice science teachers’ beliefs about science are regarded as a component of subject matter knowledge and excluded from science teaching orientations.

Citation

Kind, V. (2016). Preservice Science Teachers' Science Teaching orientations and Beliefs about Science. Science Education, 100(1), 122-152. https://doi.org/10.1002/sce.21194

Journal Article Type Article
Acceptance Date Jul 20, 2015
Online Publication Date Sep 28, 2015
Publication Date Jan 1, 2016
Deposit Date Oct 6, 2015
Publicly Available Date Mar 29, 2024
Journal Science Education
Print ISSN 0036-8326
Electronic ISSN 1098-237X
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 100
Issue 1
Pages 122-152
DOI https://doi.org/10.1002/sce.21194

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Copyright Statement
This is the accepted version of the following article: Kind, V. (2016), Preservice Science Teachers’ Science Teaching Orientations and Beliefs About Science. Science Education, 100(1): 122-152, which has been published in final form at http://dx.doi.org/10.1002/sce.21194. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.





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