Saouma BouJaoude|R. Md. Saad
The Relationship between Teachers’ Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices
American University of Beirut|American University of Beirut
purpose study investigate relationships teachers attitudes toward science knowledge beliefs inquiry science classroom teaching practices specifically study addressed three questions teachers beliefs knowledge inquiry teachers teaching related classroom practices teachers knowledge beliefs inquiry relate science classroom practices sample consisted 34 teachers drawn randomly schools city lebanon answer first question teachers responded two questionnaires views science inquiry gauged teachers views science science conducted attitudes beliefs nature teaching science measured teachers attitudes beliefs nature teaching science answer second question classroom observations documented actual teaching practices results questionnaires observation used construct individual teachers profiles used identify relationships teachers beliefs knowledge teaching practices results showed teachers restricted views nature science unfavorable beliefs attitudes inquiry moreover consistent relationships teachers beliefs views nature science classroom practices found