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The Impact Of Beliefs And Curricular Knowledge On Planning For Science: A Multisite Case Study Of Four Teachers, Jessica L. Horton
This descriptive multisite case study details how the beliefs and curricular knowledge of four science teachers in a southeastern school district affected their planning for science instruction.
Through the analysis of interviews, think-aloud planning records for one unit of instruction, and related documentation, categories were identified and connections drawn to how their beliefs and knowledge influenced planning for instruction.
The four teachers in this study jointly expressed certain beliefs about how students best learn science. They expressed beliefs that students best learn science through hands-on activities, through discourse, and by building the student’s knowledge base. The teachers also expressed ...