1. science teachers’ beliefs QUESTIONNAIRE: considering THE three dimensions of the pedagogical situation
Patrice Potvin
Bénédicte Boissard

2. PRESENTATION OVERVIEW
Introduction
Methodology
Results and analysis
Discussion and conclusion
Results and analysis from both pilot study and final sample

3. Introduction

4. Introduction
The science teacher plays an important role in generating student motivation toward science. (Venturini, 2007)
The influence of teacher’s belief system on :
Choice of teaching strategies (Fives & Buelh, 2011)
Student achievement (Staub & Stern, 2002; Behrmann & Souvignier, 2013)
Why do teachers teach the way they do?
Some authors suggest that it is a teachers’ beliefs system that influence a teacher’s choices of strategies.
Teachers’ beliefs have been shown to also influence student
Achievement (e.g. Staub & Stern [2002] and Behrmann & Souvignier [2013])
Motivation (e.g. Pečjak & Košir, 2004).
What we learn from the litterature is that the science teacher plays an important role in generating students’ motivation toward science. In fact, it is by his choice of teaching strategies that a teacher can either enhance or hinder his students’ motivation.

5. theoretical framework (a few elements)
“Teacher belief is defined broadly as tacit, often unconsciously held assumptions about students, classrooms, and the academic material to be taught.” (Kagan, 1992)
Science teacher’s beliefs about (Jones & Carter, 2014)
Self-efficacy
Inquiry
Knowledge
Nature of science
Teaching
Students
What it is important to understand is that teachers rely on their pratical experience rather than some scientific knowledge.
Some (like Shulman) call it the pedagogical content knowledge.

6. Pedagogical situation modelled by Legendre (1993)
Teacher
Student
Subject matter
3 axes:
Teacher-student
Teacher-subject matter
Student-subject matter
context
Parler de la tradition de recherche dans le milieu francophone : triangle didactique très présent.
There is a parallel that we can make between the last slide and the pedagogical content knowledge modelled by Legendre in This model explains the interplays between 3 actors in a classroom: there are the teachers, the student, the subject-matter and the context. The axis between the teacher and the student concerns the teaching relation. The axis between the student and the subject matter concerns the learning. And finally, the axis between teacher and subject matter represent in our case the epistemological views on the nature of science.

7. Questionnaires Questionnaire Author(s) Dimensions
Beliefs about science and school science
Aldridge, Taylor and Chen (1997)
Teacher’s view of the nature of science
Teacher’s view of the nature of science teaching
Questionnaire of Teacher Beliefs About Learning and Scientific Knowledge
Hashweh (1996)
Views of learning
Views of scientific knowledge
Teachers’ pedagogical content beliefs on reading instruction
Behrmann and Souvignier (2013)
Constructivist orientation scale
Direct-transmissive orientation scale
Cognitive Constructivist Orientation of Teachers’ Pedagogical Content Beliefs
Staub and Stern (2002)
Role of the learner
Role of the teacher
To our sense, most questionnaire did not assess all three dimensions of the pedagogical situation.
Some other had a rather poor internal validity
No answer from authors when we ask for sample items from their questionnaire.
Main key word: Pedagogical Content Knowledge (or pc beliefs)

8. Questionnaire Author(s) Dimensions
Teacher’s pedagogical beliefs questionnaire
Cobb and colleagues (1991)
n/a
Beliefs about student centered education
Isikoglu, Basturk and Karaca (2009)
Educational objectives
Content
Teaching strategies
Instructional assessment
Teacher’s beliefs about inquiry
Saad and BouJaoude (2012)
Beliefs about nature of science
Attitude toward science
Attitude toward teaching science

9. Research objectives

10. Research objectives This research project has two objectives:
To elaborate a questionnaire assessing beliefs about teaching science, learning science and the nature of science;
To verify if there exists a link between these beliefs and students’ motivation to learn science.

11. Methodology

12. Methodology
7 existing questionnaires assessing teacher’s pedagogical beliefs or science epistemology
All items were gathered under three axes of pedagogical situation (Legendre, 1993)
Then they were adapted to science education (when needed) and translated from English into French
Total number of items (over 120) was reduced to 68 items. Criteria used for exclusion were:
Lack of comprehension
Lack of consistency with other items
7 existing questionnaires assessing teacher pedagogical beliefs or science epistemology
All items were regrouped under three axes of pedagogical situation (Legendre, 1993) and reached interrater agreement
adapted to science education
translated from English into French
Total number of items (over 120) was reduced by combining similar items
rejecting some based on lack of comprehension or lack of consistency with other items

13. Methodology
Pilot-tested by 23 in-service secondary school science teachers to secure validation (convenience sample).
Teachers had to indicate to which extent each item matched their beliefs on a 4-point Likert- type response scale.
Number of items was reduced using principal components analysis (SPSS).

14. PCA (principal components analysis)
Axis
 Component’s label
No. of items
Example of item
Teacher-Student
Teaching structure 4
An effective teacher demonstrates the right way to solve a written problem.
Student’s involvement 3
Children should be free to make up their own solutions to solve a problem.
Shared responsibilities
If a student does not understand part of what I have taught, the reason probably is that the student does not pay attention.
Student-Subject matter
Constructed nature of science
In school science, students should be critical of accepted theories.
Objectivity of science
In school science, students should be taught that accepted scientific knowledge will be modified in the future.
Relative importance of answer vs. procedure
Students’ explanations of their solutions to problems are better indications of their learning than their answer.
Teacher-Subject matter
Scientific knowledge is relative to the social context in which it is generated.
Attitude toward science and technology
Teaching technology makes me feel uncomfortable.
Authority of scientific knowledge 2
Scientific knowledge can be proven without any doubt.
Process of scientific inquiry
Scientific investigation follows the scientific method.
Structure:
30 items (10 items per axis)
4 point Likert-type response scale
Explique les étiquettes pour chacune des composantes

15. Methodology
Second round of data collection was launched with N=25 science teachers in order to follow our second research objective.
To analyse the entire sample (N =48) , a principal components analysis was used.
Students from these teachers had to answer the science motivation questionnaire II (SMQII).

16. Final structure of the science teacher beliefs questionnaire
Axis
 Component’s label
No. of items M SD α
Teacher-Subject matter
Constructed nature of science knowledge 6
2.77
.52
.76
Attitude toward teaching technology 2
2.92
.94
.75
Teacher-Student
Teacher directedness 5
2.85
.46
.72
Students’ autonomy
3.41
.62
.73
Student-Subject matter
.45
.79
Total of 20 items
3 axis and 5 components

17. CONCLUSION
Internal consistency is acceptable across each sub-dimension
Following our first research objective, all three axes of the pedagogical situation model (Legendre, 1993) have provided indicators.
Concerning our second research objective, relations are yet to be established between student motivation and teachers beliefs.

18. References Ajouter legendre 1993
Behrmann, L., & Souvignier, E. (2013). Pedagogical content beliefs about reading instruction and their relation to gains in student achievement. European Journal of Psychology of Education, 28 (3), 1023– Boesdorfer, S., & Lorsbach, A. (2014). PCK in Action: Examining one Chemistry Teacher’s Practice through the Lens of her Orientation Toward Science Teaching. International Journal of Science Education, 36 (13), 2111–2132. Driel, J. Van, Verloop, N., & Vos, W. De. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695. Retrieved from Fives, H., & Buehl, M. M. (2011). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? APA Educational Psychology Handbook, Vol. 2: Individual Differences and Cultural and Contextual Factors, 2, 471– Friedrichsen, P., Driel, J. H. Van, & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95 (2), 358– Hashweh, M. Z. (1996). Effects of Science Teachers’ Epistemological Beliefs in Teaching . Journal of Research in Science Teaching, 33(1), 47–63. Hashweh, M. Z. (1996). Palestinian Science Teachers’ Epistemological Beliefs: A Preliminary Survey. Research in Science Education, 26 (1), 89–102. Isikoglu, N., Basturk, R., & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish perspective. Teaching and Teacher Education, 25, 350– Jones, M. G., & Carter, G. (2007). Science Teacher Attitudes and Beliefs. In Sandra K. Abell & Norman G. Lederman (Eds.), Handbook of Research on Science Education (pp. 1067–1104). London: Lawrence Erlbaum Associates.
Ajouter legendre 1993

19. Kagan, D. M. (1992). Implication of Research on Teacher Belief
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