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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.
- Graduation date
- Fall 2010
- Type of Item
- Master of Education
- 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.