An Analysis of Elementary Teachers' Beliefs Regarding the Teaching and Learning of Science.

By K. Levitt. 2002

432 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/981f2671ab50416992b9f47dc4391654538cd599

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Replacing the ‘View from Nowhere’: A Pragmatist-Feminist Science Classroom. (2004, background): “( Levitt, 2002 ), yet they uphold epistemological ass umptions in their teaching which promote”
Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “…of science paints a bleak picture of primary and early childhood teachers’ capacity to teach science (Australian Foundation for Science, 1991; Gess-Newsome & Lederman, 1999; Goodrum, Hackling, & Rennie, 2001; Irez, 2006; Howes, 2002; Levitt, 2002; Morine-Dershimer & Kent, 1999; Traianou, 2006).”
Intentions and realities in implementing communicative curriculum reform (2009, background): “For example, Levitt (2001, p. 1) argues that ‘‘if teachers’ beliefs are incompatible with the philosophy of science education reform, a gap develops between the intended principles of reform and the implemented principle of reform, potentially inhibiting essential change”.”
Uncovering Preservice Teachers' Beliefs About Diversity Through Reflective Writing (2008, background): “A growing body of literature suggests a strong relationship among personal life experiences, beliefs, and how one teaches (Carter & Doyle, 1995; Levitt, 2001; Richardson, 1996; Stuart & Thurlow, 2000).”
Assessing Teachers' Epistemological and Ontological Worldviews (2008, background): “We also assume that realist world-views are related to traditional teaching practices, while relativist worldviews are related to constructivist practices (Brownlee & Berthelsen, 2006; Levitt, 2001; Olafson & Schraw, 2002; White, 2000).”
Promoting science and technology in primary education: a review of integrated curricula (2014, neutral): “The literature also indicated that teachers felt the need to increase student-centred learning and hands-on activities (Levitt, 2002).”
Enhancing Teachers’ Application of Inquiry‐Based Strategies Using a Constructivist Sociocultural Professional Development Model (2011, background): “According to Levitt (2002), teachers’ thoughts can be categorized along a continuum as traditional, transitional, or transformational in relation to recommendations from science education reform.”
Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “…and society (Lumpe et al. 1998); (h) teaching and learning (Boz and Uzuntiryaki 2006; Hancock and Gallard 2004; Haney et al. 2002; Laplante 1997; Levitt 2002; Lumpe et al. 2000; Mellado 1998; Ogan-Bekiroglu and Akkoc 2009; Porlan and del Pozo 2004; Tsai 2002; Yilmaz-Tuzun 2008); and (i)…”
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]).”
Relating Classroom Teaching to Student Learning: A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap. (2004, background): “Studies that have attempted to identify these tacit beliefs suggest that teachers have quite limited views of learning (Fischler, 1994; Levitt, 2002; Orton, 1996).”
Science Education in Early Childhood Teacher Education: Putting Forward a Case to Enhance Student Teachers' Confidence and Competence (2003, background): “Levitt (2001) posits that learning in science is more a matter of altering prior conceptions than giving explanations where none existed before.”