Instructional Practice

Impact of One Science Teacher’s Beliefs on His Instructional Practice
Marla J. Johnson, Eastern Oregon University
Janice L. Hall, Utah State University
http://www.scientificjournals.org/journals2007/articles/1018.htm

The qualitative study provides an insight on how a teacher’s beliefs about his students influences instructional practices specifically in science instruction. Teachers’ beliefs and expectations of their students are shaped by a personal belief system influenced by prior personal experiences, experiences with diverse students, teachers’ role definitions, and knowledge of appropriate teaching strategies. In addition, teachers’ beliefs about teaching and learning and perceptions about their students translate into classroom instructional practices that influence the dynamics of student learning.

This is a good case study to read because many teachers have a fixed preconceived notion of students’ background or upbringing that impacts students’ learning. The study reveals how teachers use the data collected of their students’ profile in terms of assessment, achievement and background to change instructional practices to provide an interesting environment for learning. For example, a variety of learning activities such as designing concept maps, cutting and pasting activities, building models, and conducting demonstrations to help students learn concepts who have difficulties in understanding science texts.

One interesting aspect how students learn that was highlighted in this study was giving students the choice to learn, to work with a friend or getting the teacher to help. The students who chose not to learn, were influenced by their friends who chose to learn. This is a positive outcome of an instructional practice, which can be implemented in a classroom that has students with negative attitude towards learning.

Another instructional practice that motivated students that was presented in this case study is hands-on activities. The students do not know how to read the textbook or go through the index of the book so the teacher had to provide hands-on activity and video clips to ensure learning. The students did not like to write because they do not know how to construct appropriate sentences or spell. Special education teachers should be prepared to find strategies that would be aid the students to master learning.