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The Role of Science Teachers’ Beliefs in International Classrooms

From Teacher Actions to Student Learning

  • Book
  • © 2014

Overview

Editors:
  1. Robert Evans

    1. University of Copenhagen, Denmark

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  2. Julie Luft

    1. University of Georgia, USA

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  3. Charlene Czerniak

    1. University of Toledo, USA

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  4. Celestine Pea

    1. National Science Foundation, Arlington, USA

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  • This book is the only book on the market that provides a current overview of the roles of beliefs in science education settings.
  • It includes international perspectives on a variety of research topics related to teacher beliefs including student learning, teacher professional development, and policy.

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-vi
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  2. Introduction

    1. Front Matter

      Pages 1-1
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    2. Teaching Self-Efficacy of Science Teachers

      • Ron Blonder, Naama Benny, M. Gail Jones
      Pages 3-15

    3. Overview of the Role of teacher Beliefs in Science Education

      • Carolyn S. Wallace
      Pages 17-31

  3. Orientations Towards Beliefs Research

    1. Front Matter

      Pages 33-33
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    2. Cultural Effects on Self-Efficacy Beliefs

      • Robert H. Evans
      Pages 35-48

    3. Teacher Professional Development and Self-Efficacy Beliefs

      • Andrew Lumpe, Amy Vaughn, Robin Henrikson, Dan Bishop
      Pages 49-63

    4. Cross-Cultural Research and Perspectives on Epistemology, Learning Environments, and Culture

      • Kadir Demir, Chad D. Ellett
      Pages 65-79

    5. Situating Beliefs in the Theory of Planned Behavior

      • P. Sean Smith, Adrienne A. Smith, Eric R. Banilower
      Pages 81-102

    6. Measurement of Science Teachers’ Efficacy Beliefs

      • Gail Shroyer, Iris Riggs, Larry Enochs
      Pages 103-118

  4. Policy and Beliefs Research

    1. Front Matter

      Pages 119-119
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    2. Nsf-Funded Research on Beleifs in Stem Education

      • Celestine H. Pea
      Pages 121-133

    3. Connecting Teacher Beliefs Research and Policy

      • Julie A. Luft, Sissy S. Wong
      Pages 135-147

  5. Beliefs Research and Teachers

    1. Front Matter

      Pages 149-149
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    2. Becoming an Activist Science Teacher

      • Sarah Elizabeth Barrett
      Pages 151-164

    3. Examining Science Teachers’ Orientations in an Era of Reform

      • Vanashri Nargrund-Joshi, Meredith Park Rogers, Heidi Wiebke
      Pages 165-177

    4. Science Teacher Self-Efficacy Beliefs, Change Processes, and Professional Development

      • Kadir Demir, Chad D. Ellett
      Pages 179-190

    5. Science Teachers’ Beliefs about Nature of Science and Science-Technology-Society Issues

      • Ángel Vázquez-Alonso, María-Antonia Manassero-Mas
      Pages 191-206

    6. Challenges of Elementary Science Teaching

      • James J. Watters
      Pages 207-225

  6. Back Matter

    Pages 227-230
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Keywords

About this book

This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.

Editors and Affiliations

  • University of Copenhagen, Denmark

    Robert Evans

  • University of Georgia, USA

    Julie Luft

  • University of Toledo, USA

    Charlene Czerniak

  • National Science Foundation, Arlington, USA

    Celestine Pea

Bibliographic Information

  • Book Title: The Role of Science Teachers’ Beliefs in International Classrooms

  • Book Subtitle: From Teacher Actions to Student Learning

  • Editors: Robert Evans, Julie Luft, Charlene Czerniak, Celestine Pea

  • DOI: https://doi.org/10.1007/978-94-6209-557-1

  • Publisher: SensePublishers Rotterdam

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: SensePublishers-Rotterdam, The Netherlands 2014

  • eBook ISBN: 978-94-6209-557-1Published: 11 September 2014

  • Edition Number: 1

  • Number of Pages: VI, 230

  • Topics: Education, general

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