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Investigating secondary science teachers’ beliefs about what counts most as science education.

  • Author / Creator
    Stock, Tracey Ann
  • This research aimed to investigate Alberta science teachers’ beliefs about ‘what
    counts most as science education’. By implicating teachers’ beliefs in discussions about
    the science curriculum-as-planned by program developers and the science curriculum-as-
    lived in the classroom, factors influencing how Alberta’s science programs are
    interpreted and enacted in classrooms were revealed and explored. The results of this
    study suggest teachers beliefs are influenced by contextual factors such as school setting,
    teaching experience, the nature of the courses taught, and departmental examinations.

    Functioning as key referents, these factors were found to influence not only what science
    teachers believe is most important, but also what teachers reported they emphasize most
    in their classrooms. When examined more closely, the key referents also offered an
    explanation as to why teachers’ beliefs are often not enacted in their classrooms, thus
    clarifying tensionalities they experience between the curriculum as they perceive it and
    the curriculum as they live it.

  • Subjects / Keywords
  • Graduation date
    Fall 2010
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R35D3P
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.