The main purpose of the study is to determine the relationship between cultural beliefs and pedagogical beliefs of Science teachers.
Specifically, this study sought to find the pedagogical beliefs of elementary and secondary science teachers as to: a) nature of science; teaching of science; and c) learning of science. It also tried to find the cultural and pedagogical beliefs of elementary and secondary science teachers as to: a) self-construal; b) role of technology; c) abstract thinking. The relationship between cultural and pedagogical beliefs of science teachers were also verified. This research study further found the difference between elementary and high school Science teachers in their cultural and pedagogical beliefs.
The procedure included the preparation of questionnaire and the administration or gathering of data. The questionnaire was developed by the researcher; hence it took time to come up with the desired questionnaire for the study. It was pilot tested and the results were analyzed using the standard procedure. For the gathering of data, letters of request to conduct the study were forwarded to the administrators concerned. After the approval, the researcher herself visited the selected schools and personally administered the questionnaire to the respondents.
There are differences in the cultural and pedagogical beliefs of the elementary and high school Science teachers. Elementary teachers are more superstitious than high school teachers. High school Science teachers tend to adhere more to Learning support Model. Elementary Science teachers tend to believe more on the role of ability in predicting school success. It is only on superstitious beliefs, Learning Support Model and Ability Model that significant difference exists between elementary and high school Science teachers.
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