A study of the association of attitudes to the philosophy of science with classroom contexts, academic qualification and professional training, amongst A level biology teachers in Harare, Zimbabwe

• Published in: International journal of science education Vol. 25; no. 4; pp. 469 - 488
• Main Author: Gwimbi, Eric
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01.01.2003; Taylor & Francis
• Subjects: Biology; Classroom Environment; Context Effect; Curriculum subjects: programmes and methods; Educational sciences; Exact and natural sciences; Foreign Countries; Fragebogen; Lehrerausbildung; Professional Development; Science Instruction; Science Teachers; Secondary Education; Sozialer Hintergrund; Teacher Attitudes; Teacher Education Programs; Teaching methods; Wissenschaftsphilosophie; Zimbabwe; Zimbabwe; Training; Working Conditions; Biology; Secondary School Teacher; Baccalaureat; Teaching Perception

The responses from 33 A level biology teachers to a questionnaire were analysed to test for association between attitude to the philosophy of science and academic qualification professional training. The teachers in Harare, Zimbabwe, also self-reported on their school contexts. From the school conte...