Search results for: Kang Nam-Hwa
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Teachers' conceptions of inquiry were measured in this study. Validity was measured by comparing responses for a group of secondary teachers to narrative writing and group discussion. Three of the five essential element of inquiry were expressed their ideas of classroom inquiry. The missing components indicate a gap between the teachers’ conceptions of inquiry and the ideals of the reform movement.
Updated: Oct. 24, 2008
The study explores the personal epistemologies and teaching goals of preservice science teachers. The teachers answered a series of essay questions, at the beginning of a science methods instruction course. The essays were then compared with lesson plans, video sessions and reflections to identify connections between the teachers' beliefs and practice of teaching. Data suggest a connection between teaching goals to personal epistemologies. Emerging teaching practices demonstrated sghifts in personal epistemologies and potential for further development in teaching practices.
Updated: Apr. 08, 2008
Teachers' learning through action research on students' conceptual understanding of science was the topic of a study conducted on 14 science teachers. Analysis of data revealed that teachers realized the importance of probing students' preconceptions in science teaching, they found action research as a valuable tool for evaluating teaching methods, and they found sharing and discussing goals and problems supportive conditions for learning through action research.
Updated: Feb. 19, 2008