Nested epistemologies: Science teachers' beliefs of teaching, learning and science

By Chin-Chung Tsai. 2002

488 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a20c092aa009d50bde159e2f9598128a01a8cb46

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Are we prepared? : An assessment of preservice science teacher educators' beliefs about nature of science (2006, result): “Such discouraging findings have been echoed by many studies, such as Aguirre, Haggerty, and Linder (1990), Cakir and Crawford (2004), Carey and Stauss (1970), King (1991), Lakin and Wellington (1994), Murcia and Schibeci (1999), Pomeroy (1993), Smith and Anderson (1999), and Tsai (2002) among many”
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability (2008, background): “Other categorization schemes have been proposed and researchers have explored what teachers know and how they use their knowledge in real and hypothetical situations (e.g., Holt-Reynolds, 2000; Jordan & Stanovich, 2003; Munby, Russell, & Martin, 2001; Tsai, 2002).”
Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles (2011, background): “Furthermore, physics teachers’ epistemological beliefs and their beliefs about teaching and learning are rather traditional ( Tsai 2002; Markic et al. 2006).”
Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, background): “While discouraging, this state of affairs is hardly surprising given teachers’ lack of understanding (Abell & Smith, 1994; Akerson, Morrison, & McDuffie, 2006; King, 1991; Lakin & Wellington,1994; Murcia & Schibeci, 1999; Smith & Anderson, 1999; Tsai, 2002) and the reported difficulties teachers exp”
Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self‐efficacy Beliefs (2008, background): “Our literature review revealed that there are few studies (Schraw & Olafson, 2002 ; Tsai, 2002 ) conducted to measure inservice and preservice teachers’ epistemological world views.”
Capturing Science Teachers’ Epistemological Beliefs: The Development of the Teacher Beliefs Interview (2007, background): “In science education, research on beliefs has been linked to the use of inquiry, national reforms, or constructivist practice in theclassroom (e.g., Hashweh, 1996; Tsai, 2002; Wallace & Kang, 2004; Yerrick, Parke, & Nugent, 1997).”
Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “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) thematic units (Czerniak et al.”
The influence of core teaching conceptions on teachers' use of inquiry teaching practices (2007, background): “, 2005), the learning process (Thompson & Zeuli, 1999; Tsai, 2002), their students (Feldman, 2002; Nespor, 1987; Wallace & Kang, 2004), and effective instruction (Hashweh, 1996; Wallace & Kang, 2004) all influence the choices teachers make in their classrooms.”