Abstract
Considering the ever-growing demand to prepare students to be globally competitive in science, it is not surprising that many countries are undergoing policy and curriculum changes regarding science teaching and learning. Because the success of new curricula and standards depends on how teachers carry them out, it is critical to understand their beliefs and practices before forging ahead with reforms (Brickhouse, 1990; Bryan & Abell, 1999; Levitt, 2002; Tobin & McRobbie, 1996).
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Nargrund-Joshi, V., Rogers, M.P., Wiebke, H. (2014). Examining Science Teachers’ Orientations in an Era of Reform. In: Evans, R., Luft, J., Czerniak, C., Pea, C. (eds) The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-557-1_11
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DOI: https://doi.org/10.1007/978-94-6209-557-1_11
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