Science teacher beliefs in conflict-affected zones of Jammu and Kashmir.

IF 1.3 4区教育学 Q2 CULTURAL STUDIES

Cultural Studies of Science Education Pub Date : 2023-01-01 Epub Date: 2023-04-28 DOI:10.1007/s11422-023-10181-4

Rehka Koul, Garima Bansal

引用次数: 0

Abstract

This study examines science teacher beliefs working in the conflict-affected zones of Jammu and Kashmir. Research in these areas indicates that teacher beliefs influence their classroom practices and student learning outcomes and that teacher beliefs are highly context sensitive. Using data collected from a questionnaire and focussed group discussions, this research elucidates science teachers' beliefs regarding how conflict affects classroom practices, conflict and teaching issues, the multifaceted role of teachers in conflict-affected zones, the role of science education in ameliorating conflict, and the changing role of teachers during three decades of active conflict in Jammu and Kashmir. A nuanced picture of teacher beliefs originated from this study suggesting that despite challenges teachers are committed to children's academic, cognitive, and psychosocial growth.

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查谟和克什米尔受冲突影响地区的科学教师信仰。

这项研究考察了在查谟和克什米尔受冲突影响地区工作的科学教师的信仰。这些领域的研究表明，教师信念会影响他们的课堂实践和学生的学习结果，并且教师信念对上下文高度敏感。利用从问卷调查和集中小组讨论中收集的数据，本研究阐明了科学教师对冲突如何影响课堂实践、冲突和教学问题的看法，教师在冲突影响区的多方面作用，科学教育在改善冲突中的作用，在查谟和克什米尔三十年的活跃冲突中，教师的角色发生了变化。这项研究对教师信念进行了细致的描述，表明尽管面临挑战，教师仍致力于儿童的学业、认知和心理社会成长。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cultural Studies of Science Education Multiple-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.