The relationship between teachers' knowledge and beliefs about inquiry and their classroom practices (Record no. 20227)

MARC details
000 -LEADER
fixed length control field 02792nam a2200277Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211091845.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Saad, Rayana Fouad
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The relationship between teachers' knowledge and beliefs about inquiry and their classroom practices
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2008
300 ## - PHYSICAL DESCRIPTION
Extent 77 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study was to investigate the relationship between teachers' knowledge and beliefs about inquiry and their classroom teaching practices in middle and high school science classes. Specifically, the study attempted to answer the following questions: (1) What are teachers' beliefs and knowledge about inquiry? (2) What are teachers' teaching related classroom practices? (3) Do teachers' knowledge and beliefs about inquiry relate to their science classroom practices? The study sample was drawn from schools in the City of Beirut. To answer the first question, teachers were asked to fill out two questionnaires, one open-ended and another of the Likert-type, that gauge their beliefs and knowledge about inquiry. To answer the second question, classroom observations were conducted to document actual teaching strategies. Frequencies and descriptive statistics were generated from the data collected in the Likert-type questionnaire and were used to construct profiles for each of the teachers based on their knowledge and beliefs about inquiry. Data from the open-ended questionnaire were used to validate characteristics of the profiles. Consequently, teachers were categorized based on their profiles. Data from observations were used to characterize each of the teachers' classroom teaching practices. Finally, to answer the third question, teachers' profiles and classroom practices were investigated to identify relationships between teachers' beliefs and knowledge and their teaching practices. Results showed that most teachers had restricted views of the nature of science and had unfavorable beliefs and attitudes about inquiry. Moreover, there did not seem to be a relationship between teachers' beliefs, views of the nature of science, and their classroom practices.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Class Management
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Gestion d’une classe
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Nature de la science
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Nature of Science
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ادارة الصف
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طبيعة العلم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27492">http://search.shamaa.org/FullRecord?ID=27492</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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