Nestedness of Beliefs: Examining a Prospective Elementary Teacher's Belief System about Science Teaching and Learning.

By Lynn A. Bryan. 2003

330 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/5d62298497effcd71d482e532a680585580019eb

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In Developmental and Educational Psychology

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? (2013, background): “See Ackerson and Hanuscin (2007), Bryan (2003), Crawford (2007), and Luft (2001) for further description of the relationship between knowledge and beliefs and teachers’ classroom practice related to inquiry and NOS.”
Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, methodology): “Bryan (2003) focused on a single preservice teacher, Barbara, and sought to understand her belief system about science teaching and learning.”
Are we prepared? : An assessment of preservice science teacher educators' beliefs about nature of science (2006, background): “Few would argue against the fact that science teacher educators’ beliefs play a pivotal role in their interpretation and conceptualization of the objectives of science education and science teacher education, and subsequent teaching behavior by acting as a constraint to the way they think about teac”
Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, background): “…as a productive foundation upon which to support their developing understanding of scientific inquiry (Howes, 2002) and, through teacher education, they can begin to develop more robust knowledge of scientific inquiry (Bryan, 2003; Gess-Newsome, 2002; Haefner & Zembal-Saul, 2004; Windschitl, 2003).”
Learning to Teach Science as Inquiry in the Rough and Tumble of Practice (2007, background): “This finding reinforces those of other researchers (Bryan, 2003; Wallace & Kang, 2004) in which teachers have different sets of beliefs that guide their instructional decisions.”
Constructing a doubt‐free teaching self: Self‐efficacy, teacher identity, and science instruction within diverse settings (2009, background): “We recognize that movement across the continua, and thus shifts in identity development, might reveal inconsistencies between beliefs and practices (Bryan, 2003) but this study was not designed to examine such potential misalignments.”
Nonscience majors learning science: A theoretical model of motivation (2007, background): “A central tenet of the social-cognitive framework is that students’ beliefs can have a powerful influence on their motivation and achievement (Bryan, 2003; Pintrich, 1990).”
Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “Even with greater teacher knowledge of science, teachers who organise science learning through materials alone are not likely to realise scientific concept formation (see also Bryan, 2003).”
Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “A review of the literature indicates that research primarily has involved preservice teachers (Boz and Uzuntiryaki 2006; Bryan 2003; Hancock and Gallard 2004; Haney and McArthur 2002; Levitt 2002; Mellado 1998; Ogan-Bekiroglu and Akkoc 2009; Yilmaz-Tuzun 2008) and beginning teachers (Luft et al.”
Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development (2011, background): “For example, Bryan (2003) found that one perspective elementary school STRATEGIC FACILITATION 349 teacher held beliefs that favored didactic teaching based on her own experience as a science learner as well as beliefs that embraced a hands-on approach for guiding her vision of science teaching.”