Researcher: Jonathan Hayes (Montague Senior High School)

Research Summary: The proposed research is characterized as a mixed methodology study (survey, interview) involving the investigation of science teacher beliefs. Teacher beliefs should play an important role in teaching and student learning as teachers are the "front line" of our education system. Several studies (Eberle, 2008; Snider and Roehl, 2007; Ballone and Czerniak, 2001; Pajaras, 1992; Nespor, 1985) have articulated that teacher beliefs have strong implications for the way they practice teaching. There is evidence to suggest that deep-rooted beliefs are very difficult to change. Having reviewed decades of seminal research on teacher beliefs from prominent researchers, Frank Pajaras (1992) has indicated that when "metaphysical and epistemological beliefs are deep and strong, an individual is more likely to assimilate new information than to accommodate it" (p.320). Elaborating on the difficulty of changing beliefs, Pakaras (1992) further describes that

beliefs are unlikely to be replaced unless they prove unsatisfactory, and they are unlikely to prove unsatisfactory unless they are challenged and one is unable to assimilate them into existing conceptions. When this happens, an anomaly occurs—something that should have been assimilated is resisted. Even then, belief change is the last alternative. (p.321)

Consequently, one specific aim of this study is to explore factors that science teachers believe affect student achievement in science. This aim will be investigated through the following lens: (1) Beliefs about the context for teaching and learning; and (2) Beliefs about professional issues. As decision making surrounding the implementation of curriculum and education policy must be informed by the evaluation of sound assessment of teacher beliefs, then much attention to the beliefs of teachers and teacher candidates should be a focus of educational research. Attention to these beliefs can inform educational practice in ways that prevailing research agendas have not and cannot (Pajares, 1992).

The second specific aim of this study will examine the extent that select teacher beliefs transfer to teacher practice. The context for teaching and learning lends itself to the teacher having the professional autonomy to control, in part, the teaching and learning environment. It has been stated that "we cannot control the winds, but we can adjust our sails" (author unknown). This is a very fitting expression for the education setting. There are a variety of reasons why beliefs may not transfer to teacher practice, such as time (quantity of curricula), limited pedagogical repertoire, and availability of equipment. In a study examining the relationship between understanding the nature of science and practice, Waters-Adams (2006) has reinforced that understanding at a theoretical level does not predict eventual practice.

This study will provide crucial information about science teacher beliefs of factors that affect student achievement in relation to the context for teaching/learning and professional issues such as teacher efficacy and outcome expectancy. Futhermore, this study will also serve to identify the discrepancies between teacher beliefs and practice, and attempt to explain why they may exist. The significance of this study is to inform decision making regarding science-related initiatives at the school, district, and provincial level. Knowing how well students are achieving in science, factors that affect science achievement, and teacher beliefs surrounding factors affecting student achievement are key to the creation and implementation of policy, curriculum, professional development, and school development plans.