University of Botswana student-teacher's beliefs about the nature, teaching and learning of science

Abstract

This study intercepted science prospective teachers enrolled in teacher training undergraduate method course in the University of Botswana (UB) and examined the repertoire of their belief systems and instructional practices. A qualitative approach was followed and a descriptive cross sectional case study design was used. The focus of the study was to discern the espoused student-teachers’ beliefs about 1) the nature of science, 2) teaching of science, 3) learning of science, and 4) to discern the relationship between student-teachers’ beliefs and their choices of instructional practices. A group of three (n=3) student-teachers were selected through convenience sampling from the University of Botswana, mathematics and Science Education Department in the faculty of Education. Qualitative sets of data were mainly captured by means of lesson observation (aided by video), personal statements of teaching/learning philosophy and post-observation interviews. The study produced evidence consistent with literature. Findings revealed that even at an early stage of their teacher training, student-teachers possessed beliefs about science, teaching and learning. However, these beliefs were different for individuals and they were also mixed on aspects of NOS, and certain elements of teaching, and learning. Student-teachers tended to drift among the teacher-directed and student-directed instructional practices, which was in many respects associated with the nature of their inconsistent espoused beliefs.