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
  • Type of Item
  • Degree
    Master of Education
  • DOI
  • 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.
  • Language
  • Institution
    University of Alberta
  • Degree level
  • Department
    • Department of Secondary Education
  • Supervisor / co-supervisor and their department(s)
    • Barker, Susan (Secondary Education)
  • Examining committee members and their departments
    • Shanahan, Marie-Claire (Elementary Education)
    • Nocente, Norma (Secondary Education)