Changing beliefs about reformed teaching in science: Experience matters
Abstract
Can participation in a 4‐day workshop change science teachers’ beliefs about reformed science teaching? We observe a significant difference between pre‐ and post‐workshop surveys and explore an unexpected relationship involving teaching experience. Results of this exploratory study indicate a significant correlation between high school science teachers’ years of teaching experience and positive changes in beliefs about reformed teaching...
Paper Details
Title
Changing beliefs about reformed teaching in science: Experience matters
Published Date
May 1, 2019
Volume
119
Issue
5
Pages
255 - 261
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