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dc.contributor.authorMansour, N
dc.date.accessioned2016-05-20T14:13:33Z
dc.date.issued2015-06-22
dc.description.abstractDespite a growing consensus regarding the value of inquiry-based learning (IBL) for students’ learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students’ inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists’ practices is very much needed. Within this context there is a need to re-examine the science teachers’ views of scientists and the cultural factors that might have an impact on teachers’ views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative–qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers’ cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.en_GB
dc.identifier.citationInternational Journal of Science Education, 2015, Volume 37, Issue 11, pp. 1767-1794en_GB
dc.identifier.doi10.1080/09500693.2015.1049575
dc.identifier.urihttp://hdl.handle.net/10871/21628
dc.language.isoenen_GB
dc.publisherTaylor & Francis (Routledge)en_GB
dc.rights.embargoreasonPublisher policyen_GB
dc.rightsThis is the author accepted manuscript. The final version is available from Taylor and Francis via the DOI in this record.en_GB
dc.subjectscientist-science teacher partnershipsen_GB
dc.subjectInquiry-Based Learningen_GB
dc.subjectScience Teachers' viewsen_GB
dc.subjectScience teachers' stereotypesen_GB
dc.subjectscientistsen_GB
dc.subjectreligionen_GB
dc.subjectscientific researchen_GB
dc.titleScience teachers’ views and stereotypes of religion, scientists and scientific research: A call for scientist-science teacher partnerships to promote inquiry-based learningen_GB
dc.typeArticleen_GB
dc.identifier.issn1464-5289
dc.identifier.journalInternational Journal of Science Educationen_GB


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