Abstract:
On the use of sampling and qualitative case study approach; Brickhouse explored three science teachers' insights into the relationship between science and technology and the impact of such insights on classroom practice, and in 1990 tested a similar teacher relationship between understanding the nature of science and classroom practice. During the four months, a minimum of four hours of interviews and thirty-five hours of class observations (taped) were collected for each teacher. Additional data was also collected through tests, classroom exams, and training materials.
Additional data was also collected through tests, classroom exams, and training materials. Two teachers, who were also experienced teachers, showed classroom exercises that were in line with their own vision and philosophy, while at first the classroom exercises were not in line with their beliefs. Institutional (formal) constraints have been expressed as barriers to translating teachers' beliefs into education.
Machine summary:
Keywords: training materials, classroom practice, classroom exercises, sampling in teaching, curriculum constraints 1- Introduction A more comprehensive study by Duchel and Wright in 1989 that included quantitative and qualitative techniques interviewed and observed 13 science teachers in a large urban area.
Applying rigorous disciplinary observations by quantitative and qualitative analysis was just one of the forty-four classroom changes identified (for example, at rest) that were specifically related to the teacher's concepts and perceptions of the nature of science.
[4] It is noteworthy that in a recent study by Liderman and Mali in 1990, the previous approach to assessing the perceptions of the nature of science as well as previous recommendations (based on research) to improve students' perceptions were considered.
The recent deficiency was discussed by Liderman and Zild (1987) 3- How to use the model The reviews of the research presented were not necessarily comprehensive, but were an attempt to at least represent the sampling of early experimental literature (quantitative and qualitative) related to teachers 'and students' understanding of the nature of science.
As a result of this research, it has been shown that important variables that affect students' beliefs about the nature of science include special educational behaviors, activities, and Decisions are made in the context of a lesson.
For example, the importance of teacher education intentions and students' perceptions of classroom characteristics in exploring the nature of science has not been explicitly considered.