Science and Mathematics Education Commons^™

Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya

Australian Journal of Teacher Education

The current study examines if the occurence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers’ instructional beliefs. Twelve 4^th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers’ instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in …