Research in Science Education

, Volume 22, Issue 1, pp 20–29 | Cite as

Teacher beliefs about learning and teaching in primary science and technology

  • Peter Aubusson
  • Colin Webb


It is argued that the introduction of many new curricular with their associated teaching practices have failed because the beliefs, views and attitudes of teachers have been ignored. This paper reports the implications of the initial belicfs of primary school teachers involved in a professional development program about science and technology education. In particular, a mismatch between teachers views of learning and teaching is identified and analysed.


Professional Development Development Program Primary School Teaching Practice School Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Briscoe, C. (1991). The dynamic interactions among beliefs, role metaphors and teaching practices: A case study of teacher change.Science Education, 75 (5), 185–199.Google Scholar
  2. Clark, C.M. & Peterson, P.L. (1986). Teachers though processes. In Wittrock, W.C. (ed)Handbook of research on teaching, New York: Macmillan.Google Scholar
  3. Gallagher, J.J. (1991). Prospective and practicing sccondary school science teachers' knowledge and beliefs about the philosophy of science.Science Education, 75 (1), 121–133.Google Scholar
  4. Hewson, P. & Hewson, M.G. (1989). Analysis and use of a task for identifying conceptions of teaching science.Journal of Education for Teaching, 15, (3), 191–209.Google Scholar
  5. Mitchener, C. & Anderson, R. (1989). Teachers' perspective: Developing and implementing an STS curriculum.Journal of Research in Science Teaching, 26 (4), 351–369.Google Scholar
  6. Osborne, R. & Freyberg, P. (1985).Learning in science; The implications of children's science. Auckland: Heinemann.Google Scholar
  7. Rennie, L. Parker, L. & Hutchinson, P. (1985).The effects of inservice training on teacher attitudes and primary school classroom climate. Research report. No 12. Perth: University of Western Australia.Google Scholar
  8. Richardson, M. (1989). Teachers-as-learners: images from the past and implications of a (generative) constructivist perspective for the future. In: J. Novak, (ed.)Proceedings of the Second International Seminar “Misconceptions and Educational Strategies in Science and Mathematics”, Vol II. Ithaca: Cornell University.Google Scholar
  9. Tobin, K. (1990). Chaning metaphors and beliefs: a master switch for teaching?Theory into Practice, 29, (2), 122–127.Google Scholar
  10. Tobin, K. & Fraser, B.J. (1987).Exemplary practice in science and mathematics education, Perth, Key Centre for School Science and Mathematics, Curtin University of Technology.Google Scholar

Copyright information

© Australasian Science Education Research Association 1992

Authors and Affiliations

  • Peter Aubusson
    • 1
  • Colin Webb
    • 2
  1. 1.Faculty of EducationUniversity of Western SydneyNepean
  2. 2.Primary Science and Technology EducationNSW Department of School EducationAustralia

Personalised recommendations