Investigation of the Relationship Between Middle School Science Teachers' Knowledge and Beliefs Regarding the Coherence and Connections Among Science Concepts and their Classroom Practices

Author

Francis Eberle, Lesley University

Date of Award

2002

Document Type

Dissertation

Degree Name

PHD - Doctor of Philosophy

Department

Education

Abstract

This phenomenological investigation used an inductive qualitative research approach with multiple instruments and processes including a survey, interviews, classroom observations, concept maps, and classroom materials for data. The results suggest that middle school science teachers' ability to teach science in a connected and coherent fashion may be tied to their mental schema for organizing science ideas, curriculum materials, and their reflections on what they are teaching and why.

Language

English

Number of Pages

213

Embargo Period

6-9-2017

Recommended Citation

Eberle, Francis, "Investigation of the Relationship Between Middle School Science Teachers' Knowledge and Beliefs Regarding the Coherence and Connections Among Science Concepts and their Classroom Practices" (2002). Educational Studies Dissertations. 112.
https://digitalcommons.lesley.edu/education_dissertations/112