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Research in Science Education

, Volume 48, Issue 1, pp 105–116 | Cite as

Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?

  • Heike Brauer
  • Matthias Wilde
Article

Abstract

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students’ knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students’ learning. This seems to be due to the inability to differentiate the beliefs about their students’ learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers’ beliefs about their own learning are identical to those about their students’ learning. Using a sample of pre-service teachers, we measured general beliefs about “constructivist” and “transmissive” learning and science-specific beliefs about “connectivity” and “taking pre-concepts into account”. We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students’ science learning remain closely tied to their own.

Keywords

Teaching beliefs Learning beliefs Constructivist Transmissive Teaching professionalisation 

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Copyright information

© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  1. 1.Universität Bielefeld, Fakultät für Biologie, BiologiedidaktikBielefeldGermany

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