Do Teachers’ Beliefs Turn to Practice? Countryside Secondary School Science Teachers’ Teaching Beliefs, Scientific Epistemological Beliefs, and Approaches to Teaching
This study employed a convergent parallel mixed-method design to examine the teaching beliefs of secondary school teachers and determine the relationship between their scientific epistemological beliefs and pedagogical approaches. Semi-structured interviews were utilized to explore teachers’ teachin...
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| Format: | Article |
| Language: | English |
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Czech University of Life Sciences Prague
2025-06-01
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| Series: | Journal on Efficiency and Responsibility in Education and Science |
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| Online Access: | https://www.eriesjournal.com/index.php/eries/article/view/1323 |
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| author | Reymund Derilo |
| author_facet | Reymund Derilo |
| author_sort | Reymund Derilo |
| collection | DOAJ |
| description | This study employed a convergent parallel mixed-method design to examine the teaching beliefs of secondary school teachers and determine the relationship between their scientific epistemological beliefs and pedagogical approaches. Semi-structured interviews were utilized to explore teachers’ teaching beliefs, while quantitative analysis involved a descriptive-correlational approach, employing two adapted questionnaires: Scientific Epistemological Belief Questionnaire (SEBQ) and Approaches to Teaching (ATI). Analysis of interview responses reveals that most teachers prioritize creating a student-involved classroom environment, typically teacher-initiated learning, rather than allowing student-led initiatives. They generally view themselves as facilitators of learning, base their teaching decisions on the curriculum, and believe that students demonstrate understanding by reiterating what has been taught. Quantitative analysis indicated that science teachers in the region largely demonstrate traditional beliefs regarding the origins and characteristics of scientific knowledge while predominantly employing transitional teaching approaches in their practice. Furthermore, the study found a correlation between teachers' SEBs and adopting learner-focused teaching approaches. Integration and meta inference of qualitative and quantitative findings bear significant implications for science education, suggesting avenues for enhancing, restructuring, and reforming teachers' teaching and epistemological beliefs. Hence, efforts should focus on fostering teachers' deeper understanding of the nature of science. |
| format | Article |
| id | doaj-art-19f5f5d94acc4b3caa8d2786f07ed1c0 |
| institution | DOAJ |
| issn | 2336-2375 1803-1617 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Czech University of Life Sciences Prague |
| record_format | Article |
| series | Journal on Efficiency and Responsibility in Education and Science |
| spelling | doaj-art-19f5f5d94acc4b3caa8d2786f07ed1c02025-08-20T03:14:51ZengCzech University of Life Sciences PragueJournal on Efficiency and Responsibility in Education and Science2336-23751803-16172025-06-01182647710.7160/eriesj.2025.180201Do Teachers’ Beliefs Turn to Practice? Countryside Secondary School Science Teachers’ Teaching Beliefs, Scientific Epistemological Beliefs, and Approaches to TeachingReymund Derilo0https://orcid.org/0000-0001-5416-2353Assistant Professor IV, Nueva Vizcaya State UniversityThis study employed a convergent parallel mixed-method design to examine the teaching beliefs of secondary school teachers and determine the relationship between their scientific epistemological beliefs and pedagogical approaches. Semi-structured interviews were utilized to explore teachers’ teaching beliefs, while quantitative analysis involved a descriptive-correlational approach, employing two adapted questionnaires: Scientific Epistemological Belief Questionnaire (SEBQ) and Approaches to Teaching (ATI). Analysis of interview responses reveals that most teachers prioritize creating a student-involved classroom environment, typically teacher-initiated learning, rather than allowing student-led initiatives. They generally view themselves as facilitators of learning, base their teaching decisions on the curriculum, and believe that students demonstrate understanding by reiterating what has been taught. Quantitative analysis indicated that science teachers in the region largely demonstrate traditional beliefs regarding the origins and characteristics of scientific knowledge while predominantly employing transitional teaching approaches in their practice. Furthermore, the study found a correlation between teachers' SEBs and adopting learner-focused teaching approaches. Integration and meta inference of qualitative and quantitative findings bear significant implications for science education, suggesting avenues for enhancing, restructuring, and reforming teachers' teaching and epistemological beliefs. Hence, efforts should focus on fostering teachers' deeper understanding of the nature of science.https://www.eriesjournal.com/index.php/eries/article/view/1323approaches to teachingnature of scienceepistemic beliefsteaching beliefsscientific epistemological beliefs |
| spellingShingle | Reymund Derilo Do Teachers’ Beliefs Turn to Practice? Countryside Secondary School Science Teachers’ Teaching Beliefs, Scientific Epistemological Beliefs, and Approaches to Teaching Journal on Efficiency and Responsibility in Education and Science approaches to teaching nature of science epistemic beliefs teaching beliefs scientific epistemological beliefs |
| title | Do Teachers’ Beliefs Turn to Practice? Countryside Secondary School Science Teachers’ Teaching Beliefs, Scientific Epistemological Beliefs, and Approaches to Teaching |
| title_full | Do Teachers’ Beliefs Turn to Practice? Countryside Secondary School Science Teachers’ Teaching Beliefs, Scientific Epistemological Beliefs, and Approaches to Teaching |
| title_fullStr | Do Teachers’ Beliefs Turn to Practice? Countryside Secondary School Science Teachers’ Teaching Beliefs, Scientific Epistemological Beliefs, and Approaches to Teaching |
| title_full_unstemmed | Do Teachers’ Beliefs Turn to Practice? Countryside Secondary School Science Teachers’ Teaching Beliefs, Scientific Epistemological Beliefs, and Approaches to Teaching |
| title_short | Do Teachers’ Beliefs Turn to Practice? Countryside Secondary School Science Teachers’ Teaching Beliefs, Scientific Epistemological Beliefs, and Approaches to Teaching |
| title_sort | do teachers beliefs turn to practice countryside secondary school science teachers teaching beliefs scientific epistemological beliefs and approaches to teaching |
| topic | approaches to teaching nature of science epistemic beliefs teaching beliefs scientific epistemological beliefs |
| url | https://www.eriesjournal.com/index.php/eries/article/view/1323 |
| work_keys_str_mv | AT reymundderilo doteachersbeliefsturntopracticecountrysidesecondaryschoolscienceteachersteachingbeliefsscientificepistemologicalbeliefsandapproachestoteaching |