文章基本信息

标题：Jordanian prospective and experienced chemistry teachers’ beliefs about teaching and learning and their potential role for educational reform
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作者：Siham A. Al-Amoush ; Silvija Markic ; Imfadi Abu-Hola 等
期刊名称：Science Education International
印刷版ISSN：1450-104X
电子版ISSN：2077-2327
出版年度：2011
卷号：22
期号：3
出版社：International Council of Associations for Science Education (ICASE)
摘要：This paper presents an exploratory study of Jordanian chemistry student teachers` and experienced teachers’ beliefs about teaching and learning. Different instruments were used, focusing on different aspects of teaching and learning. The first instrument is based on teachers' and students' drawings of teaching situations. It includes open questions evaluated by a grid describing teachers’ Beliefs about Classroom Organization, Beliefs about Teaching Objectives and Epistemological Beliefs. A second evaluation using the same data source is made by applying the ‘Draw-A-Science-Teacher-Teaching’-Checklist (DASTT-C), which shows the teacher- or student-centeredness of teachers` beliefs concerning science teaching. A third approach is composed of a Likert-questionnaire examining teachers' beliefs about what constitutes good education in general. The results indicate that both above-mentioned groups hold quite traditional beliefs, which are teacher- and purely content-centered when it comes to chemistry teaching practices. Student teachers profess ideas which are even more pronouncedly traditional. Nevertheless, the general educational beliefs are more open and promising. Implications for chemistry teacher education and educational reform in Jordan are also addressed.
关键词：Chemistry education; chemistry teacher education; (student) teachers’ beliefs; educational reform