Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices?

Uzuntiryaki E., BOZ Y., Kirbulut D., Bektas O.

RESEARCH IN SCIENCE EDUCATION, vol.40, no.3, pp.403-424, 2010 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 40 Issue: 3
  • Publication Date: 2010
  • Doi Number: 10.1007/s11165-009-9127-z
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.403-424
  • Keywords: Teacher beliefs, Science teacher education, Teaching practice, Constructivism, Pre-service teachers, CONCEPTUAL CHANGE, SCIENCE, KNOWLEDGE, INQUIRY, SENSE
  • Middle East Technical University Affiliated: Yes


This study aimed to explore pre-service chemistry teachers' beliefs about constructivism and the influence of their beliefs in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service teachers in order to understand their belief structures. Pre-service teachers' beliefs about constructivism were classified in three categories which are weak, moderate, and strong conceptions of constructivism. For detailed exploration, three cases of pre-service teachers representing these three categories were selected. The findings of this study showed that most pre-service teachers in this study did not have a strong conception of constructivism and the relationship between the pre-service teachers' beliefs and their practice was not clear-cut.