TEACHER CONCEPTIONS OF SCIENCE TEACHING AND LEARNING AT THE UNDERGRADUATE LEVEL

Abstract

In this research article teacher conceptions and beliefs about teaching and learning in chemistry
at the undergraduate level are explored. It further examines their relationship with the teaching
practice. Using a case study design, the research paper presents a case report of a tertiary
chemistry teacher. The data was collected using semi-structured interviews with open-ended
questions. Using the constant comparative method of data analysis the interview data was
analysed to investigateteacher beliefs and practices around the following themes: objectives of
learning chemistry, engagement with chemistry curriculum, role of teachers, lesson plan and
role of students. The study found that teacher beliefs guide and influence classroom practice.