CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Faculty Epistemological Beliefs and the Influence of Professional Development
Tác giả
Mataka L.M.; Saderholm J.C.; Hodge T.
Năm xuất bản
2019
Source title
Science Education International
Số trích dẫn
0
DOI
10.33828/sei.v30.i4.14
Liên kết
Tóm tắt
This study explored the epistemological beliefs of the science faculty at a small liberal arts college in the Southern United States and investigated the effect of a Faculty Learning Community (FLC) professional development (PD). The teacher beliefs interviews (Luft and Roehrig, 2007) were used to investigate epistemological beliefs of faculty from various science, technology, engineering, and mathematics (STEM) disciplines for three semesters. The faculty members were grouped into two categories: Those who participated in PD (treatment group) and those who did not (comparison group). Further, classes for all the faculty members who participated in the interviews were observed during the same period to compare beliefs and practices. Reformed teacher observation protocol (Piburn and Sawada, 1995) was used to rate the observations. Results indicate the STEM faculty at this college had transitional beliefs. Further, a significant difference was observed between the classroom observations of FLC participants and the comparison group. Significantly, a high correlation was found between faculty beliefs and practice. Results from this study add to the current understanding of faculty beliefs and practice. © 2019 International Council of Associations for Science Education (ICASE).
Từ khóa
and mathematics; engineering; epistemological beliefs; faculty; faculty learning community; posttest; science; teacher beliefs interviews; technology
Tài liệu tham khảo
Addy T., Epistemological Beliefs and Practices of Science Faculty with Education Specialties: Combining Teaching Scholarship and Interdisciplinarity, (2011); Addy T., Simmons P., Gardner G., Albert J., Research and teaching: A new "class" of undergraduate professors: Examining teaching beliefs and practices of science faculty with education specialties, Journal of College Science Teaching, 44, 3, pp. 5-9, (2015); Beach A., Cox M., The impact of faculty learning communities on teaching and learning, Learning Communities Journal, 1, 1, pp. 7-27, (2009); Berding F., Rolf-Wittlake K., Buschenlange J., Impact of different levels of epistemic beliefs on learning processes and outcomes in vocational education and training, World Journal of Education, 7, 3, pp. 103-114, (2017); Brydges S., Chilukuri L., Cook G., Feeley M., Herbst M., Tour E., Van Den Endel L., Building a faculty learning community at a research university, Currents in Teaching and Learning, 5, 1-2, pp. 17-35, (2013); Buehl M.M., Fives H., Exploring teachers' beliefs about teaching knowledge: Where does it come from? Does it change?, The Journal of Experimental Education, 77, 4, pp. 367-408, (2009); Chi M.T.H., Active-constructive-interactive: A conceptual framework for differentiating learning activities, Topics in Cognitive Science, 1, pp. 73-105, (2009); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Fink D.L., A Self-Directed Guide to Designing Courses for Significant Learning, pp. p1-36, (2003); Fishbein M., Ajzen I., Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research, (1975); Fletcher S.S., Exploring the Beliefs and Practices of Five Preservice Secondary Science Teachers from Recruitment Through Induction in a University Preparation Program: A Longitudinal Study, (2006); Gabr H., Mohammed N., Effect of problem-based learning on undergraduate nursing students enrolled in the nursing administration course, International Journal of Academic Research. International Journal of Academic Research, 3, 1, pp. 154-162, (2011); Gallagher S.A., Stepien W.J., The effects of problem-based learning on problem-solving, Gifted Child Quarterly, 36, 4, pp. 195-200, (1992); Garmon A.M., Changing preservice teachers' beliefs/attitudes about diversity: What are the critical factors?, Journal of Teacher Education, 55, 30, pp. 201-213, (2004); Harris M., Cullen R., Learner-centered leadership: An agenda for action, Innovation in Higher Education, 33, 1, pp. 21-28, (2008); Hashweh M.Z., Effects of science teachers' epistemological beliefs in teaching, Journal of Research in Science Teaching, 33, pp. 47-63, (1996); Ismail H., Hassan H., Muhamad M., Ali W.Z.W., Majid M., Epistemological belief and learning approaches of students in higher institutions of learning in Malaysia, International Journal of Instruction, 6, 1, pp. 139-151, (2013); Jackson D.B., The Impact of Science Teachers' Epistemological Beliefs on Authentic Inquiry: A Multiple-case Study, (2010); Jones M.G., Carter G., Science teacher attitudes and beliefs, Handbook of Research on Science Education, pp. p1067-p1104, (2007); Kagan D., Ways of evaluating teacher cognition: Inferences concerning Goldilocks principle, Review of Educational Research, 60, pp. 419-275, (1990); Kember D., A reconceptualization of the research into university academics' conceptions of teaching, Learning and Instruction, 7, 3, pp. 255-275, (1997); Kember D., Kwan K., Lecturers' approaches to teaching and their relationship to conceptions of good teaching, Instructional Science, 28, pp. 469-490, (2000); Luft J.A., Roehring G.H., Capturing science teachers' epistemological beliefs: The development of the teacher beliefs interview, Electronic Journal of Science Education, 11, 2, pp. 40-63, (2007); Luft J. A., Zhang C., The pedagogical content knowledge and beliefs of newly hired secondary science teachers: The first three years, Quimica, 25, pp. 325-331, (2014); Moog R., Process guided inquiry, Integrating Cognitive Science with Innovative Teaching, pp. p147-p160, (2014); Nespor J., The role of beliefs in the practice of teaching, Journal of Curriculum Studies, 19, 4, pp. 317-328, (1987); Osterholm M., Beliefs: A theoretically unnecessary construct?, Congress of the European Society for Research in Mathematics Education, pp. p154-p163, (2010); Pajares M.F., Teachers' beliefs and educational research: Cleaning up a messy construct, Review of Educational Research, 62, 3, pp. 307-332, (2008); Pehkonen E., Torner G., Mathematical beliefs and different aspects of their meaning, Zentralblatt Für Didaktik Der Mathematik, 28, 4, pp. 101-108, (1996); Piburn M., Sawada D., Reformed Teaching Observation Protocol: Reference Manual, pp. p1-41, (1995); Richardson V., The role of attitudes and beliefs in learning to teach, Handbook of Research on Teacher Education, pp. p102-p119, (1996); Richlin L., Essington A., Overview of faculty learning communities, Building Faculty Learning Communities: New Directions for Teaching and Learning, pp. p25-p39, (2004); Schoenfeld A.H., Beyond the purely cognitive: Belief systems, social cognitions, and metacognitions as driving forces in intellectual performance, Cognitive Science, 7, pp. 329-363, (1983); Schommer M., Crouse A., Rhodes N., Epistemological beliefs and mathematical text comprehension, Journal of Educational Psychology, 84, 4, pp. 435-443, (1992); Schramm-Possinger M., Pre-service teachers' humanistic vs. custodial beliefs: Before and after the student teaching experience, Journal of Education and Training Studies, 4, 1, pp. 74-87, (2015); Simmons P.E., Emory E., Carter T., Coker T, Finnegan B, Crockett D., Richardson L., Yager R., Craven J., Tillotson J., Brunkhorst H., Twiest M., Hossain K., Gallagher J., Duggan-Haas D., Parker J., Cajas F., Alshannag Q., McGlamery S., Krockover J., Adams P., Spector B., La Porta T., James B., Rearden K., Labuda K., Beginning teachers: Beliefs and classroom actions, Journal of Research in Science Teaching, 36, 8, pp. 930-954, (1999); Speer N.M., Issues of method and theory in the study of mathematics teachers' professed and attributed beliefs, Educational Studies in Mathematics, 58, pp. 361-391, (2005); Varnava-Marouchou D., Teaching and Learning in an Undergraduate Business Context: An Inquiry into Lecturers' Conceptions of Teaching and Their Students' Conceptions of Learning, (2007)
Nơi xuất bản
International Council of Associations for Science Education (ICASE)
Hình thức xuất bản
Article
Open Access
All Open Access; Gold Open Access
Nguồn
Scopus