Urban Middle-School Teachers’ Beliefs about Astronomy Learner Characteristics: Implications for Curriculum

2.50
Hdl Handle:
http://hdl.handle.net/11290/617209
Title:
Urban Middle-School Teachers’ Beliefs about Astronomy Learner Characteristics: Implications for Curriculum
Authors:
Rommel, Miranda
Abstract:
This study addresses the link between urban teachers’ beliefs about their students’ ability to succeed in astronomy and their instructional decisions and practices in response to those beliefs. The findings suggest that teachers believe that the student characteristics that are necessary for high achievement in astronomy include specific cognitive skills, dispositions, and prior knowledge and experiences with the subject area. These teachers further view their own students as largely lacking in these characteristics and report such instructional modifications as not teaching the prescribed astronomy curriculum, deemphasizing related mathematics, reading and science process skill sets, deemphasizing advanced astronomy topics and laboratory experiences, and reducing the depth of astronomy concepts. The implications of these findings are that urban students might in fact be experiencing an astronomy curriculum that is alienating and does not promote their engagement with the subject area.
Affiliation:
Towson University
Citation:
Miranda, R. J. (2010). Urban Middle-School Teachers' Beliefs about Astronomy Learner Characteristics: Implications for Curriculum. Astronomy Education Review, 9(1).
Journal:
Astronomy Education Review
Issue Date:
2010
URI:
http://hdl.handle.net/11290/617209
Document Source:
Peer-reviewed
Language:
en_US
Type Of Resource:
Empirical Research
Empirical Methodology:
Qualitative
Learning Environment:
Formal
Subjects:
In-service Teachers
Construct:
General Teaching Strategies
Content:
n/a
Nation:
Canada
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorRommel, Mirandaen
dc.date.accessioned2016-09-29T17:49:30Z-
dc.date.available2016-09-29T17:49:30Z-
dc.date.issued2010en
dc.identifier.citationMiranda, R. J. (2010). Urban Middle-School Teachers' Beliefs about Astronomy Learner Characteristics: Implications for Curriculum. Astronomy Education Review, 9(1).en
dc.identifier.urihttp://hdl.handle.net/11290/617209-
dc.description.abstractThis study addresses the link between urban teachers’ beliefs about their students’ ability to succeed in astronomy and their instructional decisions and practices in response to those beliefs. The findings suggest that teachers believe that the student characteristics that are necessary for high achievement in astronomy include specific cognitive skills, dispositions, and prior knowledge and experiences with the subject area. These teachers further view their own students as largely lacking in these characteristics and report such instructional modifications as not teaching the prescribed astronomy curriculum, deemphasizing related mathematics, reading and science process skill sets, deemphasizing advanced astronomy topics and laboratory experiences, and reducing the depth of astronomy concepts. The implications of these findings are that urban students might in fact be experiencing an astronomy curriculum that is alienating and does not promote their engagement with the subject area.en
dc.description.provenanceSubmitted by Coty Tatge (coty@caperteam.com) on 2016-07-19T18:48:12Z No. of bitstreams: 1 MIRANDArommel_2010_AER.pdf: 87612 bytes, checksum: 403c759a3b00f83e080fb32cddba8473 (MD5)en
dc.description.provenanceApproved for entry into archive by Stephanie Slater (stephanie@caperteam.com) on 2016-09-29T17:49:30Z (GMT) No. of bitstreams: 1 MIRANDArommel_2010_AER.pdf: 87612 bytes, checksum: 403c759a3b00f83e080fb32cddba8473 (MD5)en
dc.description.provenanceMade available in DSpace on 2016-09-29T17:49:30Z (GMT). No. of bitstreams: 1 MIRANDArommel_2010_AER.pdf: 87612 bytes, checksum: 403c759a3b00f83e080fb32cddba8473 (MD5) Previous issue date: 2010en
dc.language.isoen_USen
dc.titleUrban Middle-School Teachers’ Beliefs about Astronomy Learner Characteristics: Implications for Curriculumen
dc.typePeer-revieweden
dc.contributor.departmentTowson Universityen
dc.identifier.journalAstronomy Education Reviewen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructGeneral Teaching Strategiesen
dc.istar.contentn/aen
dc.istar.nationCanadaen
dc.istar.empiricalmethodologyQualitativeen
dc.istar.subjectIn-service Teachersen
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