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Changes in Teachers' Beliefs of Science Teaching and Learning Through Inservice Program Experiences Focusing on Student-Centeredness  

Shin, Myeong-Kyeong (Chungbuk National University)
Publication Information
Journal of the Korean earth science society / v.25, no.2, 2004 , pp. 53-62 More about this Journal
Abstract
For teachers to develop new beliefs regarding science teaching and learning, they must undergo a process similar to what they are trying to provide their students. Seventy-one Korean secondary school teachers including 20 earth science teachers have participated in such process. In the four-week long summer workshop hosted by University of Iowa, science teachers were exposed to several activities and lectures wherein they experienced student-centered lessons by playing the roles of both teachers and learners. This study examined the influence of such experience on the teachers’ beliefs about science teaching and learning. Changes in teachers’ beliefs were found in seven question items on the subjects of goals of science learning, the roles of science teachers and students, and classroom practices after workshop participation; it was found that teachers’ beliefs of science learning and teaching shifted from teacher-centered to student-centered. Although this shift does not denote a complete shift from one extreme to the other, it is meaningful to note that teachers’ beliefs after attending the workshop were interpreted to be either anti- or contrary to teacher-centered. One of the possible factors for making such positive changes may have been teamwork or the teachers’ cooperative learning experience.
Keywords
teacher cooperative learning; inservice program; student-centeredness;
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