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Study on the Relationship between Teaching Belief and Teaching Behaviors of High School Physics Teachers

Author: HanWeiFeng
Tutor: ChenYunBao
School: Henan Normal
Course: Curriculum and Pedagogy
Keywords: New curriculum reform High school physics teachers Teaching belief Teaching behaviors Study on the relationship
CLC: G633.7
Type: Master's thesis
Year: 2011
Downloads: 100
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Abstract


Instructional conceptions are beliefs about students and aspects of learning environments. They determine the practices. The main purpose of this study is to explore the practices and beliefs physics teachers have in reform-based instruction in high school.In this study, questionnaire survey was adopted to collect data. All these data were sampled from 250 physics teachers who attended new high school curriculum training. Then the materials were analyzed by means of Descriptive Statistics, Independent Samples t Test, One-Way ANOVA, Product-Moment Correlation and Stepwise Regression respectively.There are five parts in this paper. First, the researcher designed the questionnaire on the basis of relational documents; second, descriptive research was carried on to learn about teachers’instructional practices and conceptions; third, the researcher studied the difference on sex, teaching age, professional title, education level, the number of students in the class he or she was teaching and school location; fourth, the researcher displayed the related research between instructional concepts and practices; at the last, the researcher carried out a liner regression analysis between them. The findings are as follows:1. In high school, physics teachers’instructional concepts and practices tend to be positive;2. In high school, physics teachers’conceptions of assessments have significant differences in sex, and the conceptions of teacher-student relationship have significant differences on grades. While others not.3. In high school, the aspects that have significant differences in the independent variable of“school position”are physics teachers’“teaching behaviors”,“assessment behaviors”,“science inquiry and experiment-teaching behaviors”. And the aspects that have supreme significant differences in the independent variable of“school position”are“exploring and utilizing curriculum resources”, and“physics teaching behaviors”. There are no significant differences in other aspects.4. Physics teachers’instructional conceptions in high school are positively correlated with practices.5. Physics teachers’instructional conceptions in high school could predict the practices more remarkably. administration, educational training organization, physics teachers in high school and the further studies.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Physical
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