Date of Award
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.
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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.
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