Preservice teachers’ beliefs in a mathematics/science course

ABSTRACT

Background

Little research exists which describes how mathematics and science constructivist beliefs are developed in a dual content mathematics/science methods course, and if beliefs within one discipline inform the other. If mathematics and science beliefs inform one another, then this would enrich learning in both disciplines.

Purpose

The study’s purpose was to (a) understand how a dual content methods course centered on problem-solving was able to concurrently enrich PSTs’ mathematics and science beliefs, and (b) determine if PSTs entered the course with similar mathematics and science beliefs, and how these similar beliefs changed throughout the course.

Sample

PSTs (N = 113) participated in ten iterations of the course.

Design and methods

PSTs completed a mathematics and science belief instrument at the start and end of the course. An exploratory factor analysis was conducted to determine if PSTs entered the course with similar or different beliefs in mathematics and science, and independent samples t-test was conducted to look for significant changes between the factors from the pretest and posttest.

Results

Findings show that (a) the course caused PSTs’ beliefs to become more constructivist-based; and (b) PSTs entered and exited the course with similar beliefs in mathematics and science.

Conclusion

PSTs may have holistic constructivistic beliefs – which stand in contrast to discipline-specific beliefs – that inform the teaching and learning of both mathematics and science. Implications include that education programs should emphasize problem-solving and constructivism in courses outside of mathematics and science, to enrich instruction and learning in all courses.

KEYWORDS:

• Science education
• mathematics education
• beliefs
• problem-solving
• constructivism

Disclosure statement

No potential conflict of interest was reported by the author.