Investigation of the Relationship Between Middle School Science Teachers' Knowledge And Beliefs Regarding the Coherence And Connections Among Science Concepts And Their Classroom Practices: a Dissertation
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This phenomenological investigation used an inductive qualitative research approach with multiple instruments and processes including a survey, interviews, classroom observations, concept maps, and classroom materials for data. The results suggest that middle school science teachers' ability to teach science in a connected and coherent fashion may be tied to their mental schema for organizing science ideas, curriculum materials, and their reflections on what they are teaching and why. --Abstract
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