Do pre-service chemistry teachers reflect their beliefs about constructivism in their teaching practices?

• Published in: Research in science education (Australasian Science Education Research Association) Vol. 40; no. 3; pp. 403 - 424
• Main Authors: Uzuntiryaki, Esen, Boz, Yezdan, Kirbulut, Demet, Bektas, Oktay
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.05.2010; Springer
• Subjects: Beliefs; Case studies; Chemistry; Constructivism (Learning); Education; Interviews; Postsecondary education; Preservice teacher education; Preservice Teachers; Science Education; Science teachers; Structured Interviews; Student teachers; Teacher Attitudes; Teacher beliefs; Teaching Methods; Teaching practice; Turkey; Teacher beliefs; Pre-service teachers; Constructivism; Science teacher education; Teaching practice
• ISSN: 0157-244X; 1573-1898
• DOI: 10.1007/s11165-009-9127-z

This study aimed to explore pre-service chemistry teachers' beliefs about constructivism and the influence of their beliefs in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service chemistry teachers taking a practice teaching class in the Department of Secondary Science and Mathematics Education at a university in Turkey in order to understand their belief structures. Pre-service teachers' beliefs about constructivism were classified in three categories which are weak, moderate, and strong conceptions of constructivism. For detailed exploration, three cases of pre-service teachers representing these three categories were selected. The findings of this study showed that most pre-service teachers in this study did not have a strong conception of constructivism and the relationship between the pre-service teachers' beliefs and their practice was not clear-cut. [Author abstract, ed]