Reflection-Oriented Qualitative
Approach in Beliefs Research

Serhat Irez

doi:10.12973/ejmste/75370

Reflection-Oriented Qualitative Approach in Beliefs Research

Full Text (PDF)

Serhat Irez ¹ ^*

More Detail

¹ Marmara University, Istanbul, TURKEY^* Corresponding Author

Abstract

Teacher beliefs have become important constructs in educational research with the recognition that beliefs are the best indicators of teachers’ planning, decision-making and subsequent classroom behaviour. In this movement many probes and strategies have been employed by researchers for effective data collection and analysis. This paper discusses the need for more reflection-oriented approaches in data collection and analysis in beliefs research. A research project assessing and analyzing beliefs about the nature of science is used as an example of such an approach and each step in data collection and analysis is presented in detail. In addition, this paper also presents an example of how technology (Internet-Mediated-Interviews) can be used in data collection and discusses strengths and shortcomings of this approach.

Keywords

educational research
nature of science
qualitative research
reflection
teacher beliefs
technology

License

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 3, Issue 1, 2007, 17-27

https://doi.org/10.12973/ejmste/75370

Publication date: 22 Jun 2007

Article Views: 2638

Article Downloads: 1253

Open Access References How to cite this article

References

Abd-El-Khalick, F., Lederman, N.G., Bell, R.L., & Schwartz, R.S. (2001, January). Views of Nature of Science Questionnaire (VNOS): Toward Valid and Meaningful Assessment of Learners' Conceptions of Nature of Science. Paper presented at the Annual International Conference of the Association for the Education of Teachers in Science (AETS), Costa Mesa, CA.
Anderson-Inman, L., & Ditson, L. (1999). Computer-Based Concept Mapping: A Tool for Negotiating Meaning. Learning and Leading with Technology, 26(8), 7-13.
Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53-62
Bryan, L. A. (2003). Nestedness of Beliefs: Examining a Prospective Elementary Teacher’s Belief System about Science Teaching and Learning. Journal of Research in Science Teaching, 40(9), 835-869.
Calderhead, J. (1987). Exploring Teachers' Thinking. London: Cassell.
Clark, C. M., & Peterson, P.L. (1986). Teachers' Thought Processes. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 255-296). New York: Macmillan.
Couper, M. P., & Hansen, S.E. (2002). Computer-Assisted Interviewing. In J. F. Gubrium, and J.A. Holstein (Ed.), Handbook of Interview Research: Context&Method. Thousand Oaks: SAGE.
Dewey, J. (1933). How We Think. Boston: D.C. Heath.
Hammrich, P. L. (1997). Confronting Teacher Candidates' Conceptions of the Nature of Science. Journal of Science Teacher Education, 8(2), 141-151.
Hewson, P. W., & Hewson, M.G.A'B. (1989). Analysis and Use of a Task for Identifying Conceptions of Teaching Science. Journal of Education for Teaching, 15(3), 191-209.
Hogan, K. (2000). Exploring a Process View of Students' Knowledge About the Nature of Science. Science Education, 84, 51-70.
Holly, M. L. (1989). Reflective Writing and the Spirit of Inquiry. Cambridge Journal of Education, 19(1), 71-80.
Hoz, R., Tomer, Y., & Tamir, P. (1990). The Relations between Disciplinary and Pedagogical Knowledge and the Length of Teaching Experience of Biology and Geography Teachers. Journal of Research in Science Teaching, 27(10), 973-985.
Irez, S. (2006). Are We Prepared?: An Assessment of Preservice Science Teacher Educators’ Beliefs about Nature of Science. Science Education, 90(6), 1113-1143.
Jonassen, D. H., Reeves, T.C., Hong, N., Harvey, D., & Peters, K. (1997). Concept Mapping as Cognitive Learning and Assessment Tools. Journal of Interactive Learning Research, 8(3/4), 289-308.
Kagan, D. M. (1992). Implications of Research on Teacher Belief. Educational Psychologist, 27(1), 65-90.
Lederman, N. G. (1992). Students' and Teachers' Conceptions of the Nature of Science: A Review of the Research. Journal of Research in Science Teaching, 29(4), 331-359.
Lederman, N. G., & O'Malley, M. (1990). Students' Perceptions of Tentativeness in Science: Development, Use, and Sources of Change. Science Education, 74(2), 225-239.
Lederman, N.G., & Zeidler, D.L. (1987). Science teachers' conceptions of the nature of science: Do they really influence teacher behaviour. Science Education 71, 721- 734.
Lederman, N., Wade, P., & Bell, R.L. (1998). Assessing Understanding of the Nature of Science: A Historical Perspective. In W. F. McComas (Ed.), The Nature of Science in Science Education: Rationales and Strategies (pp. 331-350). Dordrecht: Kluwer Academic Publishers.
Mann, C., & Stewart, F. (2000). Internet Communication and Qualitative Research: A Handbook for Researching Online. London: SAGE.
Mann, C., & Stewart, F. (2002). Internet Interviewing. In J. F. Gubrium and J.A. Holstein (Eds.), Handbook of Interview Research: Context&Method. Thousand Oaks: SAGE.
McComas, W. F., Clough, M.P., and Almozroa, H. (1998). The role and character of the nature of science in science education. In W.F. McComas (ed.), The Nature of science in science education: Rationales and strategies. Dordrecht: Kluwer Academic Publishers
Meichtry, Y. J. (1999). The Nature of Science and Scientific Knowledge: Implications for a Pre-service Elementary Methods Course. Science & Education, 8, 273-286.
Mellado, V. (1997). Pre-service Teachers' Classroom Practice and Their Conceptions of the Nature of Science. Science & Education, 6, 331-354.
Miles, M. B., & Huberman, A.M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks: SAGE.
Munby, H. (1984). A Qualitative Approach to the Study of a Teacher's Beliefs. Journal of Research in Science Teaching, 21(1), 27-38.
Nespor, J. (1987). The Role of Beliefs in the Practice of Teaching. Journal of Curriculum Studies, 19(4), 317-328.
Nichols, S. E., Tippins, D., & Wieseman, K. (1997). A Toolkit for Developing Critically Reflective Science Teachers. Journal of Science Teacher Education, 8(2), 77-106.
Nott, M., & Wellington, J. (1998). Eliciting, Interpreting and Developing Teachers' Understandings of the Nature of Science. Science & Education, 7(6), 579-594.
Novak, J. D., & Gowin, D.B. (1984). Learning How to Learn. Cambridge: Cambridge University Press.
Pajares, M. F. (1992). Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62(3), 307-332.
Richardson, V. (1996). The Role of Attitudes and Beliefs in Learning to Teach. In J. Sikula (Ed.), Handbook of Research on Teacher Education (2nd ed., pp. 102-119). New York: Macmillan.
Rokeach, M. (1968). Beliefs, Attitudes and Values : A Theory of Organization and Change. San Francisco: Jossey-Bass.
Shuy, R. W. (2002). In-Person Versus Telephone Interviewing. In J. F. Gubrium, and J.A. Holstein (Eds.), Handbook of Interview Research: Context & Method. Thousand Oaks: SAGE.
Shymansky, J. A., Woodworth, G., Norman, O., Dunkhase, J., Matthews, C., & Liu, C-T. (1993). A Study of Changes in Middle School Teachers' Understanding of Selected Ideas in Science as a Function of an in-Service Program Focusing on Student Preconceptions. Journal of Research in Science Teaching, 30(7), 737-755.
Shulman, L.S. (1986). Those who understand: Knowledge grow in teaching. Educational Researcher 15(2), 4-14
Tall, D. (1979). Qualitative Thought Processes in Clinical Interviews. Paper presented at the Third International Conference for the Psychology of Mathematics Education, Warwick, England.
Tann, S. (1993). Eliciting Student Teachers' Personal Theories. In J. Calderhead and P. Gates (Eds.), Conceptualizing Reflection in Teacher Development. London: Falmer Press.
Trumbull, D. J., & Slack, M.J. (1991). Learning to Ask, Listen, and Analyze: Using Structured Interviewing Assignments to Develop Reflection in Pre-service Science Teachers. International Journal of Science Education, 13(2), 129-142.
Wandersee, J. H. (2000). Using Concept Map as a Knowledge Mapping Tool. In K. M. Fisher, J.H. Wandersee, and D.E. Moody (Eds.), Mapping Biology Knowledge. Dordrecht: Kluwer Academic Publishers.
Zeichner, K. M. (1986). Preparing Reflective Teachers: An Overview of Instructional Strategies Which Have Been Employed in Pre-Service Teacher Education. International Journal of Educational Research, 11(5), 565-575.

How to cite this article

APA

Irez, S. (2007). Reflection-Oriented Qualitative Approach in Beliefs Research. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 17-27. https://doi.org/10.12973/ejmste/75370

Vancouver

Irez S. Reflection-Oriented Qualitative Approach in Beliefs Research. EURASIA J Math Sci Tech Ed. 2007;3(1):17-27. https://doi.org/10.12973/ejmste/75370

AMA

Irez S. Reflection-Oriented Qualitative Approach in Beliefs Research. EURASIA J Math Sci Tech Ed. 2007;3(1), 17-27. https://doi.org/10.12973/ejmste/75370

Chicago

Irez, Serhat. "Reflection-Oriented Qualitative Approach in Beliefs Research". Eurasia Journal of Mathematics, Science and Technology Education 2007 3 no. 1 (2007): 17-27. https://doi.org/10.12973/ejmste/75370

Harvard

Irez, S. (2007). Reflection-Oriented Qualitative Approach in Beliefs Research. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), pp. 17-27. https://doi.org/10.12973/ejmste/75370

MLA

Irez, Serhat "Reflection-Oriented Qualitative Approach in Beliefs Research". Eurasia Journal of Mathematics, Science and Technology Education, vol. 3, no. 1, 2007, pp. 17-27. https://doi.org/10.12973/ejmste/75370