Print Email Facebook Twitter Teachers’ beliefs systems about improving transfer of algebraic skills from mathematics into physics in senior pre-university education Title Teachers’ beliefs systems about improving transfer of algebraic skills from mathematics into physics in senior pre-university education Author Turşucu, S. (TU Delft Science Education and Communication) Spandaw, J.G. (TU Delft Analysis) Flipse, S.M. (TU Delft Science Education and Communication) Jongbloed, G. (TU Delft Delft Institute of Applied Mathematics) de Vries, M.J. (TU Delft Science Education and Communication; TU Delft Ethics & Philosophy of Technology) Date 2018 Abstract Senior pre-university education (SPE) students experience difficulties applying mathematics to physics. This paper reports the outcome of an online explorative quantitative study of teachers' belief systems about improving transfer of algebraic skills from mathematics into physics, conducted among 503 mathematics and physics teachers working in SPE. We used a questionnaire with 16 beliefs about improving transfer, and asked teachers to select a top 5 and distribute 50 points among them. We used agglomerative hierarchical clustering to cluster qualified SPE teachers with more than 10 years of teaching experience. We found 3 large clusters, each containing naïve and desirable beliefs about transfer. These clusters turned out to be rather coherent sets of beliefs. Hence, these clusters can be interpreted as belief systems, to a certain extent justifying Ernest's [(1991). The philosophy of mathematics education. London: Falmer.] idea to cluster teachers based on their belief systems. We found relations between our groups and those of Ernest. Since naïve beliefs turn out to be weak in each cluster, science teacher educators can help science teachers to change their harmful naïve beliefs, into desirable transfer enhancing beliefs. Furthermore, we discuss some implications of our results for science teacher educators, curricula, teachers and textbooks. Subject Coherent mathematics educationquantitative researchsenior pre-university educationteachers’ belief systemstransfer of learning To reference this document use: http://resolver.tudelft.nl/uuid:a8c11ec3-486b-46c8-afd5-d3b52ae41300 DOI https://doi.org/10.1080/09500693.2018.1486520 ISSN 0950-0693 Source International Journal of Science Education, 1-27 Part of collection Institutional Repository Document type journal article Rights © 2018 S. Turşucu, J.G. Spandaw, S.M. Flipse, G. Jongbloed, M.J. de Vries Files PDF 45584826_09500693.2018.1486520.pdf 2.94 MB Close viewer /islandora/object/uuid:a8c11ec3-486b-46c8-afd5-d3b52ae41300/datastream/OBJ/view