Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices

By Nam-Hwa Kang, C. S. Wallace. 2005

309 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/79302bcad5377535ce47bce9e35edf39a81a1a03

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Capturing Science Teachers’ Epistemological Beliefs: The Development of the Teacher Beliefs Interview (2007, result): “Fang’s findings are consistent with other educational researchers, who generally agree that beliefs are connected to actions in the classroom (e.g., Guskey , 1986; Hashweh, 1996; Kang & Wallace, 2004 ).”
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, result): “Sugrue [70] argued that teacher’s beliefs are the latent foundation for their behaviors and instructional decisions, a notion that has been supported by various lines of research (see [71–75]).”
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction (2008, background): “multiple case study, Kang and Wallace (2004) focused on science teachers’ use of labs.”
Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle (2006, background): “A re- sources-based perspective supports Sandoval’s (2005) argument for attention to both camps’ work.”
Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms (2017, background): “Another possibility is that, although teachers’ epistemological beliefs can influence their classroom instruction (Brownlee and Berthelsen 2006; Chan and Elliott 2004; Kang and Wallace 2005), the relationship between beliefs and practices is more complex than we hypothesized.”
Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “Teachers may also negotiate their belief commitment (Kang & Wallace, 2005).”
Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research (2015, background): “Learning outcomes varied, but content knowledge was most frequently assessed It has been previously noted that significant disagreement exists among science educators regarding the means and purpose of the laboratory component in science courses (Kang & Wallace, 2005).”