Date of Award
Spring 5-2018
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Center for Science and Math Education
School
Center for Science and Math Education
Committee Chair
Sherry Herron
Committee Chair Department
Center for Science and Math Education
Committee Member 2
Richard Mohn
Committee Member 2 Department
Educational Studies and Research
Committee Member 3
Brian Gearity
Committee Member 4
Deborah Booth
Committee Member 4 Department
Chemistry and Biochemistry
Committee Member 5
Deborah Chessin
Abstract
The purpose of this study was to explore the teaching beliefs of GLOBE (Global Learning and Observations to Benefit the Environment) teachers, and to analyze their pedagogical practices. This study contributes to bridging the gap between our understanding of teachers’ beliefs of teaching science with inquiry and practicing science in class with inquiry. A descriptive research approach was used for both quantitative and qualitative analysis. Data was collected from seventy-two trained GLOBE teachers across the U.S. using Qualtrics.com.
Quantitatively, the pedagogical beliefs of GLOBE teachers were measured using the Beliefs about Reformed Science Teaching and Learning (BARSTL) questionnaire. Differences between the scores of BARSTL and demographic data were analyzed using the one-way ANOVA with SPSS. Necessary follow-up analysis, including post hoc tests, were done where significance was found. Qualitatively, their teaching experiences were investigated using their responses from an open-ended questionnaire in an instrument referred to as the Teaching after Globe Training Questionnaire (TGTQ).
The BARSTL scores from this study revealed that the vast majority (93.06%) of the GLOBE teachers were inclined towards constructivist teaching beliefs. The one-way ANOVA results showed no significance for age and years of teaching experience. The regions showed the significant differences possibly because of small sample size and uneven distribution of the sample in each region. Results from the TGTQ highlighted the struggles and challenges teachers faced during classroom practices.
Sixty-one percent of the teachers had changed their teaching strategies after learning GLOBE protocols and incorporated more hands-on inquiry-based activities in their teaching. Eighty-two percent of the teachers planned to continue teaching with GLOBE activities and protocols. Almost all of the teachers believed that teaching with GLOBE had influenced their students’ learning, and they indicated that both accelerated and regular students learned better with GLOBE investigations. The results from this study revealed that GLOBE teachers believed that GLOBE training had influenced their teaching skills and improved their scientific concepts. The results also explained how some GLOBE teachers modified their classroom teaching practices and continued using GLOBE while others discontinued. Thus, we may conclude that GLOBE training positively influences teachers’ teaching beliefs and practices.
Copyright
2018, Laila Ali
Recommended Citation
Ali, Laila, "A Study of the Teaching Beliefs of GLOBE Teachers" (2018). Dissertations. 1515.
https://aquila.usm.edu/dissertations/1515
Included in
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons