دورية أكاديمية
Teaching Practices of Malaysian Science Teachers: Role of Epistemic Beliefs and Implicit Intelligence
| العنوان: | Teaching Practices of Malaysian Science Teachers: Role of Epistemic Beliefs and Implicit Intelligence |
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| اللغة: | English |
| المؤلفون: | Leng, Chin Hai, Abedalaziz, Nabeel, Orleans, Antriman Vipinosa, Naimie, Zahra, Islam, Atiquil |
| المصدر: | Malaysian Online Journal of Educational Sciences. 2018 6(2):48-59. |
| الإتاحة: | University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: http://moj-es.net/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Teaching Methods, Foreign Countries, Science Teachers, Science Instruction, Teacher Role, Epistemology, Beliefs, Teacher Attitudes, Intelligence, Science Curriculum, Secondary School Science, Secondary School Teachers, Multivariate Analysis, Correlation, Regression (Statistics), Constructivism (Learning), Measures (Individuals), Student Centered Learning, Statistical Analysis, Surveys |
| مصطلحات جغرافية: | Malaysia (Kuala Lumpur) |
| تدمد: | 2289-3024 |
| مستخلص: | The present study investigated how science teachers' beliefs about intelligence and their beliefs about knowing and knowledge acquisition influence their teaching practices. A total of 285 science teachers participated in the present study. Our survey included three parts, namely: epistemological beliefs inventory, implicit theories of intelligence scale, and teaching practices scale. Results revealed that: (1) Malaysian teachers hold more eclectic beliefs in which they viewed teaching as a combination of student-directed along with some teacher-centered learning; (2) Malaysian teachers hold sophisticated epistemological beliefs (3) Malaysian teachers were incremental theorists; (4) Teachers who hold sophisticated epistemic beliefs and incremental theorists were more likely to adopt student-centered practices; and (5) Teachers teaching practices are antecedents of epistemic beliefs and implicit intelligence beliefs variables. In conclusion, the present study shed light on how teachers' beliefs influence their preference for teaching practices identified as either student-centered or teacher-centered. |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1176130 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2289-3024 |
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