Research in Science Education

, Volume 40, Issue 3, pp 403–424

Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?

  • Esen Uzuntiryaki
  • Yezdan Boz
  • Demet Kirbulut
  • Oktay Bektas
Article

DOI: 10.1007/s11165-009-9127-z

Cite this article as:
Uzuntiryaki, E., Boz, Y., Kirbulut, D. et al. Res Sci Educ (2010) 40: 403. doi:10.1007/s11165-009-9127-z
  • 633 Downloads

Abstract

This study aimed to explore pre-service chemistry teachers’ beliefs about constructivism and the influence of their beliefs in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service teachers in order to understand their belief structures. Pre-service teachers’ beliefs about constructivism were classified in three categories which are weak, moderate, and strong conceptions of constructivism. For detailed exploration, three cases of pre-service teachers representing these three categories were selected. The findings of this study showed that most pre-service teachers in this study did not have a strong conception of constructivism and the relationship between the pre-service teachers’ beliefs and their practice was not clear-cut.

Keywords

Teacher beliefs Science teacher education Teaching practice Constructivism Pre-service teachers 

Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  • Esen Uzuntiryaki
    • 1
  • Yezdan Boz
    • 1
  • Demet Kirbulut
    • 1
  • Oktay Bektas
    • 1
  1. 1.Department of Secondary Science and Mathematics EducationMiddle East Technical UniversityAnkaraTurkey

Personalised recommendations