Perceptions and pedagogy: exploring the beliefs and practices of an effective primary science teacher

Article

Fitzgerald, Angela, Dawson, Vaille and Hackling, Mark. 2009. "Perceptions and pedagogy: exploring the beliefs and practices of an effective primary science teacher." Teaching Science: The Journal of the Australian Science Teachers Association. 55 (3), pp. 19-22.

Article Title	Perceptions and pedagogy: exploring the beliefs and practices of an effective primary science teacher
ERA Journal ID	22303
Article Category	Article
Authors	Fitzgerald, Angela (Author), Dawson, Vaille (Author) and Hackling, Mark (Author)
Journal Title	Teaching Science: The Journal of the Australian Science Teachers Association
Journal Citation	55 (3), pp. 19-22
Number of Pages	4
Year	2009
Publisher	Australian Science Teachers Association
Place of Publication	Australia
ISSN	1442-5556
	1449-6313
	1839-2946
Web Address (URL)	https://ro.ecu.edu.au/ecuworks/496/
Abstract	Effective science teaching is vital for improved student learning outcomes in primary school science. Therefore, there is a need to tease out the components of effective science teaching to better understand what effective primary teachers do in their classrooms and why they do it. Four primary teachers, each nominated as effective science practitioners by a professional colleague, entered into this research study. This 'entry' phase involved gathering information from classroom observations and teacher interviews to provide background information about the beliefs and practices of these teachers. This paper reports on the findings drawn from one teacher - 'Deanne'.
Keywords	science teaching; primary school science
ANZSRC Field of Research 2020	390113. Science, technology and engineering curriculum and pedagogy
	390304. Primary education
Public Notes	Files associated with this item cannot be displayed due to copyright restrictions.
Byline Affiliations	Edith Cowan University
	Curtin University of Technology
Institution of Origin	University of Southern Queensland

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