Chinese Journal of Science Education


Vol. 7 No. 1, Pages 35 - 47, 1999

A Biology Teacher's Belief, Classroom, Practices, and Interactions with Students - A Case Study (Article written in chinese)

Hsiao-Ching SHE

Abstract

The purpose of this study was to investigate a biology teacher's belief, classroom practices, and her interaction with students in a middle school biology classroom for a year. Classroom observation and interviews provided the data for this st udy. Results indicate that the teacher's beliefs are to make students independent thinkers, understand science knowledge, think logically, make everyday decisions base on science principles, recognize that there are many other living organisms in this wor ld besides human beings, and to respect all life. Her classroom practices mainly used questioning strategy to facilitate opportunities for students' active involvement in their own learning. In addition, she is quite flexible for using different strategie s, supplements materials to make her teaching interest and closely related with students' daily life. Because the teacher used questioning strategy as her main teaching practice, it therefore creates a higher frequency of interaction in her classes. There are about over 22 questions initiated by the teacher per class, the most frequent questions being conceptual and process questions, and the teacher gave students many more restating answer to challenge students, asking students further questions, and mak ing clarification. Results seem to indicate that the teacher's belief somehow has impact on her teaching practice and her interaction with students.

Keywords: teacher''s belief; classroom practices; teaching-student interaction.

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