Diagnosis of Teacher Beliefs of Science Normal Students: The Case of Chemistry Normal Students in a University
LI Yi-Min1, CHEN Bo2**, CHEN Guo-Shu1
1. School of Chemistry and Chemical Engineering, Guangzhou University, Guangzhou 510006, China; 2. School of Chemistry and Chemical Engineering, Nantong University, Nantong 226019, China
Abstract “The Questionnaire of Teacher Beliefs of Science Normal Students” was used to investigate the teacher beliefs held by 92 chemistry normal students in a university in Guangzhou after educational practice. It was found that chemistry normal students were mainly expressing constructive type in the belief of science teaching and the belief of science learning, and they mainly expressed traditional type in the belief of nature of science. There were 16 ways in which chemistry normal students' science teaching, science learning and nature of science belief orientation were combined. Among them, the way, the belief of science teaching expressed constructive type and the belief of science learning expressed constructive type and the nature of science belief expressed traditional type, was the main combination way. The relationship between the science teaching, the science learning and the nature of science belief of the chemistry normal students was mainly characterized by the contact, and rarely appeared to be divided.
LI Yi-Min, CHEN Bo, CHEN Guo-Shu. Diagnosis of Teacher Beliefs of Science Normal Students: The Case of Chemistry Normal Students in a University[J]. Chinese Journal of Chemical Education, 2020, 41(16): 55-60.