“Uncentering” Teacher Beliefs: The Expressed Epistemologies of Secondary Science Teachers and How They Relate to Teacher Practice
International Journal of Environmental and Science EducationCilt 2015/10, Sayı 1
This multi-university, three-year longitudinal study examined the relationship among seven secondary science teachers’ personal, student and scientific epistemologies. Paying close attention to each participant’s use of metaphor when speaking about his/her learning, students’ learning and the products/processes of science, we …