Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context

Hye-Gyoung Yoon; Byoung-Sug Kim

doi:10.12973/eurasia.2016.1210a

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Hye-Gyoung Yoon ¹ ^* , Byoung-Sug Kim ²

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¹ Chnucheon National University of Education² Roosevelt University^* Corresponding Author

Abstract

The purpose of this study was to explore how Korean preservice elementary teachers’ beliefs about nature of science (NOS) and their beliefs about constructivist teaching were structured and related and if any relation was prevalent in the content-specific contexts. As the same format, three versions of questionnaires were developed in three different science content topics, using episodes about rival theories in the history of science and students’ relevant alternative conceptions. The data analysis suggests that the content context can partially affect teachers’ beliefs about NOS and their beliefs about constructivist teaching. Additionally, no significant correlation between beliefs about NOS and constructivist teaching was found.

Keywords

pre-service elementary teachers
teacher beliefs
nature of science
constructivist teaching

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 3, March 2016, 457-475

https://doi.org/10.12973/eurasia.2016.1210a

Publication date: 01 Jul 2016

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Article Downloads: 1075

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How to cite this article

APA

Yoon, H.-G., & Kim, B.-S. (2016). Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 457-475. https://doi.org/10.12973/eurasia.2016.1210a

Vancouver

Yoon HG, Kim BS. Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context. EURASIA J Math Sci Tech Ed. 2016;12(3):457-75. https://doi.org/10.12973/eurasia.2016.1210a

AMA

Yoon HG, Kim BS. Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context. EURASIA J Math Sci Tech Ed. 2016;12(3), 457-475. https://doi.org/10.12973/eurasia.2016.1210a

Chicago

Yoon, Hye-Gyoung, and Byoung-Sug Kim. "Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 3 (2016): 457-475. https://doi.org/10.12973/eurasia.2016.1210a

Harvard

Yoon, H.-G., and Kim, B.-S. (2016). Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), pp. 457-475. https://doi.org/10.12973/eurasia.2016.1210a

MLA

Yoon, Hye-Gyoung et al. "Preservice Elementary Teachers’ Beliefs about Nature of Science and Constructivist Teaching in the Content-specific Context". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 3, 2016, pp. 457-475. https://doi.org/10.12973/eurasia.2016.1210a