University of Bahrain
Scientific Journals

Student Teachers’ Beliefs about Teaching and Learning Science before and after a Science Methods Course

Show simple item record De Baz, Theodora P. 2018-08-02T07:02:45Z 2018-08-02T07:02:45Z 2003
dc.identifier.issn 1726-5231
dc.description.abstract The purpose of this study was to measure the beliefs about science teaching and learning that student teachers construct prior and after a coursework in science teaching methods. The subjects of this study included 45 elementary student teachers attending the College of Educational Sciences at the Hashemite University, Jordan. All students were enrolled in their first science methods course during the fall semester of the academic year 2001/2002. The Draw-A Science- Teacher-Test Checklist (DASTT-C) instrument, that measures students’ illustrations of themselves as “a science teacher at work”, was administered to the student teachers during the first meeting of their science methods course, and at the end of the course. Analysis of the illustrations revealed that most student teachers depicted less traditional student-centered elements of teaching and classroom images at the end of the course. The results support proper training of science teachers in order to improve their beliefs and practices of teaching and learning science for a systematic long lasting reform. en_US
dc.language.iso ar en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject student teachers
dc.subject beliefs about teaching
dc.subject learning science
dc.subject science methods course
dc.subject اعتقادات
dc.subject الطلبة المعلمين
dc.subject تدريس العلوم
dc.subject أساليب تدريس العلوم
dc.title Student Teachers’ Beliefs about Teaching and Learning Science before and after a Science Methods Course en_US
dc.type Article en_US
dc.volume 04
dc.issue 04
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

Files in this item

This item appears in the following Issue(s)

Show simple item record

Attribution-NonCommercial-ShareAlike 4.0 International Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 4.0 International

All Journals

Advanced Search


Administrator Account