Date of Award
Doctor of Philosophy (PhD)
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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Number of Pages
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.