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The purpose of this study was to examine the elementary school teachers' beliefs of science teaching. Based on analyzing teacher' background variables and factors of teaching practice, the results may provide elementary school teachers implications for the improvement of science teaching. Drawn from the interview results of 10 elementary, science teachers, the researchers developed a "'Teachers' Beliefs of Science Teaching Questionnaire" to conduct this survey study. Applying "proportionate stratified random sampling" techniques, this study investigated 500 samples of elementary school teachers teaching science in 1998 school year in Chiayi-.Yurnlin area located in central Taiwan. Then, factor analysis, canonical correlation analysis and ANOVA statistics methods were used for proceeding survey data analysis. The results show that most elementary school teachers' beliefs of science teaching tend to favor the epistemology that reflects constant change of knowledge, active inquiry', emphasize problem-solving, place importance on teaching preparation, elicitation of student performance and alternative assessment. There may be differences of teaching beliefs due to the differences among variables of age, experience in teaching science, and education background. In teaching practice, teachers' teaching beliefs are significantly correlated to their "content-knowledge-based" or "student-learning-oriented" teaching strategies.
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