Palma, Saúl Alejandro Contreras
January 2010
Horizontes Educacionales;2010, Vol. 15 Issue 1, p23
Academic Journal
Teachers have diverse beliefs regarding how their students learn science. These beliefs can be organized and represented as implicit theories about learning (Pozo et al., 2006). The purpose of this study was to explore and describe the teachers' curricular beliefs and their ideas about curricular performance with regard to contents, methodologies and evaluation, along with establishing an approximate relationship between thought and action. This study was conducted on 303 Chilean science teachers from the areas of biology, physics and chemistry, to whom a questionnaire, using the Likert scale, was applied. The results show that teachers identify with a more traditional tendency when it comes to practice. More specifically, what the teachers think they "should do" is not equal to what they believe they "do" in their classes. On the other hand, considering the set of beliefs and the relationship between what should be done and what they believe they do, the results indicate that teachers are between two theories of learning that are close to a traditional model: the direct theory and the interpretative theory.


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