Search results for: Brownlee Jo
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This study investigated the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Results indicated that early years teachers held relatively sophisticated epistemic beliefs. The participants held epistemic beliefs reflecting views that knowledge is not certain; that knowledge is more than simple facts and that learning can take time; that truths are not absolute and that what is true today is not necessarily true tomorrow. With respect to beliefs about moral learning, teachers were less likely to agree that teachers had a role in children’s moral learning or that schools were the context where moral learning should take place.
Updated: Jun. 05, 2017
The authors explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum. The analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions.
Updated: Apr. 22, 2013