Attitudes and Beliefs
Introduction
Beliefs, attitudes.. In science education
Sociocultural
model of
embedded
belief systems
Jones, M. G., & Carter, G. (2007).
Science teacher attitudes and beliefs.
In S. K. Abell & N. G. Lederman (Eds.),
Handbook of research on science
education
(pp. 1067-1104). Mahwah, New Jersey:
Lawrence Erlbaum Associates.
Sociocultural model of embedded
belief systems
• The sociocultural model of embedded belief
systems drives much of the research today.
• This is a blended model emerging from
theoretical models of social psychology (Jaccard,
Litardo, & Wan, 1999).
• There is a movement away from initial
behaviorist cause-and-effect of teacher/learner
behaviors and instructional choices toward the
development of definitions of attitudes and
beliefs and the impact over time in the larger
cultural context.
• Definitions of ourselves as science teachers (and
learners) [are] bound to our belief systems,
epistemologies, prior experiences, motivation,
knowledge, and skills
• Belief systems influence how teachers interact with
students, and the strategies they use for instruction
(van
• Science teachers’ attitudes are strongly influenced by
epistemological beliefs which may include, for
example, beliefs about science, beliefs about teaching
science, and beliefs about learning science.
• These factors are “linked to each other with reciprocal
influence and are embedded in the larger sociocultural environment which includes students, peer
teachers, parents, administrators, families,
communities and political/government environments
‫משימה ‪ -‬אמונות ועמדות‬
‫(‪ 15‬דקות לכל היותר)‪:‬‬
‫‪ .1‬הצגת נושא המחקר המתואר במאמר‬
‫‪ .2‬מה הוא בודק (אמונות‪/‬עמדות ואילו)?‬
‫‪ .3‬איך הן נמדדות?‬
‫‪ .4‬מה התוצאות?‬
‫‪ .5‬האם (ואם כן ‪ -‬כיצד) מתקשר לתיאוריות על התנהגות?‬
‫‪ .6‬מגבלות המחקר‬
‫משימה לשאר הסטודנטים‪:‬‬
‫‪ .1‬זהו איפה נמצא המחקר בתוך המודל של ‪Jones & Carter‬‬
‫)‪(2007‬‬
‫‪ .2‬כיצד מוגדרות אמונות או עמדות במאמר המוצג‬