Science teachers are undoubtedly among the most important resources that create science skilled and knowledgeable workforce. They are a key factor driving the nation. Their beliefs about teaching and learning science might influence their teaching practices. This research explores the three Thai science teachers’ beliefs about teaching and learning science by conducting semi-structured interviews and using participant observation. The results indicated that two of the three teachers held student-centered beliefs. In addition, what they said matches with their teaching practices. The more experienced teacher said and acted inconsistent with best practices in teaching science. The teachers revealed key challenges that influence their practices of teaching science: a time limit on one class period, much content to be covered per semester, and their strongly held values and beliefs that is in conflict with best practices in teaching science.
Skip Nav Destination
Research Article| March 07 2019
Action research: Science teachers’ beliefs about teaching and learning science
AIP Conf. Proc. 2081, 030001 (2019)
Witchayada Nawanidbumrung, Sara Samiphak; Action research: Science teachers’ beliefs about teaching and learning science. AIP Conf. Proc. 7 March 2019; 2081 (1): 030001. https://doi.org/10.1063/1.5093999
Download citation file:
Don't already have an account? Register
You could not be signed in. Please check your credentials and make sure you have an active account and try again.
Could not validate captcha. Please try again.