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Journal of Science Teacher Education

Erschienen in:

01.03.2012

Elementary Teachers’ Beliefs About Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science

verfasst von: Andrea R. Milner, Toni A. Sondergeld, Abdulkadir Demir, Carla C. Johnson, Charlene M. Czerniak

Erschienen in: Journal of Science Teacher Education | Ausgabe 2/2012

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Abstract

The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as a result of NCLB. Implications for elementary science education reform and policy are discussed.

Nächster Artikel Bridging the Gap Between Preservice Early Childhood Teachers’ Cultural Values, Perceptions of Values Held by Scientists, and the Relationships of These Values to Conceptions of Nature of Science

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Titel: Elementary Teachers’ Beliefs About Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science
verfasst von: Andrea R. Milner
Toni A. Sondergeld
Abdulkadir Demir
Carla C. Johnson
Charlene M. Czerniak
Publikationsdatum: 01.03.2012
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 2/2012
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-011-9230-7

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