- Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall. [Google Scholar]
- Akkoc, H., & Ogan-Bekiroglu, F. (2006). Relationship between pre-service mathematics teachers’ teaching and learning beliefs and their practices. Paper presented at the 30th Conference of the International Group for the Psychology of Mathematics Education (PME). Prague, Czech Republic. [Google Scholar]
- Al Said, R. S., Du, X., ALKhatib, H. A. H., Romanowski, M. H., & Barham, A. I. I. (2019). Math Teachers’ Beliefs, Practices, and Belief Change in Implementing Problem Based Learning in Qatari Primary Governmental School. EURASIA Journal of Mathematics, Science and Technology Education, 15(5). [Google Scholar]
- Authors, 2010 [details removed for peer review] [Google Scholar]
- Authors, 2011 [details removed for peer review] [Google Scholar]
- Authors, 2013 [details removed for peer review] [Google Scholar]
- Authors, 2013 [details removed for peer review] [Google Scholar]
- Authors, 2015 [details removed for peer review] [Google Scholar]
- Brickhouse, N. W. (1990). Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice. Journal of Teacher Education, 41(3), 53–62. [Google Scholar]
- Bogar, Y. (2019). Literature Review on Inquiry-Based Learning in Science Education. International Journal of Science and Education 1(2), 91-118. [Google Scholar]
- Cuban, L. (1990). Reforming Again, Again, and Again. Educatıonal Researcher, 19(1), 3–13. [Google Scholar]
- Deutschman, A., & Keeler, B. (2007). Change or die. Harper Audio. [Google Scholar]
- Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8): 25–29. [Google Scholar]
- Fletcher, S. S., & Luft, J. A. (2011). Early career secondary science teachers: A longitudinal study of beliefs in relation to field experiences. Science Education, 95(6): 1124–1146. [Google Scholar]
- Fullan, M. (2007). The new meaning of educational change. Columbia University, USA: Routledge [Google Scholar]
- Furtak, E. M. (2006). The Dilemma of Guidance in Scientific Inquiry Teaching (Unpublished Doctoral Dissertation) Stanford University, Stanford, CA. [Google Scholar]
- Haney, J. J., & McArthur, J. (2002). Four case studies of prospective science teachers' beliefs concerning constructivist teaching practices. Science Education, 8(6), 783–802. [Google Scholar]
- Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993. [Google Scholar]
- Holland, J., Thomson, R., & Henderson, S. (2006). Qualitative longitudinal research: A discussion paper. London: London South Bank University. [Google Scholar]
- Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38-63. [Google Scholar]
- Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (1998). Science teacher beliefs and intentions regarding the use of cooperative learning. School Science and Mathematics, 98(3), 123–135. [Google Scholar]
- Ogan-Bekiroglu, F., & Akkoc, H. (2009). Pre-service teachers’ instructional beliefs and examination of consistency between beliefs and practices. International Journal of Science and Mathematics Education, 7(6), 1173–1199. [Google Scholar]
- Patton, M. Q. (2001). Qualitative evaluation and research methods. 3rd Ed. California: SAGE Publications, Inc. [Google Scholar]
- Richardson, L., & Simmons, P. (1994). Self-Q research method and analysis, teacher pedagogical philosophy interview: Theoretical background and samples of data. Athens, GA: University of Georgia. [Google Scholar]
- Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. Jossey-Bass, Inc. Behavioral science series. [Google Scholar]
- Sampson, V., & Benton, A. (2006). Development and validation of the beliefs about reformed science teaching and learning (BARSTL) questionnaire. Paper presented at the ASTE. Portland, Oregon. [Google Scholar]
- Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics, 102(6), 245–253. [Google Scholar]
- Taylor, P. C., White, L. R., & Fraser, B. J. (1994). A classroom environment questionnaire for science educators interested in the constructivist reform of school science. In: Annual Meeting of the National Association for Research in Science Teaching (NARST), March 1994. Anaheim, California. [Google Scholar]
- Tobin, K. (1990). Changing metaphors and beliefs: A master switch for teaching?. Theory into practice, 29(2), 122–127. [Google Scholar]
- Tsai, C. C. (2002). Nested epistemologies: science teachers' beliefs of teaching, learning and science. International journal of science education, 24(8), 771-783 [Google Scholar]
- Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of teacher education, 33(1), 53-64. [Google Scholar]
- Wallace, C. S. & Brooks, L. (2015). Learning to Teach Elementary Science in an Experiental Informal Context: Culture, Learning, and Identity. Science Education, 99(1), 174–198. [Google Scholar]
- Wallace, C. S., & Kang, N-H. (2004). An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets. Journal of research in science teaching, 41(9), 936–960. [Google Scholar]
- Waters‐Adams, S. (2006). The relationship between understanding of the nature of science and practice: The influence of teachers’ beliefs about education, teaching and learning. International Journal of Science Education, 28(8), 919-944. [Google Scholar]
|
