1. Nasser Mansour University of Exeter
The mediating factors between Egyptian science teachers’ beliefs and practices concerning teaching science through Science-Technology-Society (STS): Implications for teacher education
Nasser Mansour
University of Exeter

2. Methodology
Interpretive methodology to gain an in-depth understanding of Egyptian science teachers’ experiences, beliefs about STS and their practices

3. Data collection Data were collected from: Questionnaires; Interviews;
Memos and observations.

4. Sample of the study
162 Egyptian science teachers responded to a questionnaire.
The maximum variation strategy was used to select 10 teachers from these 162 teachers.
These teachers have been represented on this study by letters (A, Z, F, M, N, S, W, V, B, and H).

5. Sample of the study 10 Teachers Interviews –observations 162 teachers
Questionnaire sample
10 Teachers
Interviews –observations

6. Data analysis Quantitative data analysis (SPSS)
Qualitative data analysis (Nvivo)

7. Design of the study Research aims
Exploring factors affect teachers to practice their beliefs,
Relationship between teachers’ beliefs and their practices,
Exploring the social context of Egyptian Teachers
Stage two
Sample=10
teachers
Stage one
Sample=
162 teachers
-Semi-structured interviews
-Qualitative observation
-Structured observation
-Teachers’ lessons and journal
STS questionnaire
Report
Quantitative analysis
Findings
Qualitative analysis

8. Results

9. Teachers’ beliefs and practices patterns
Teachers’ beliefs about teaching / learning STS.
Teachers’ practices about teaching / learning STS.
Teachers’ beliefs and practices relationships.

10. Teachers’ beliefs about teaching / learning STS
Traditional beliefs
M, W, S, H, N and B
Mixed beliefs
F, A, Z
Constructivist beliefs V

11. Teachers’ practices about teaching / learning STS
Traditional practices
M, W, S, H, N, B, F and A
Mixed practices
Z and V
Constructivist practices

12. Teachers’ beliefs and practices relationship
Traditional beliefs
M, W, S, H, N,B
Mixed beliefs
F, A, Z
Constructivist beliefs V
Traditional practices
M, W, S, H, N,B, F, A
Mixed practices
Z and V
Constructivist practices

13. Why do we have inconsistency between teachers' beliefs and their practices?

14. 1- Quantitative results

15. Frequency of responses and mean of each item of beliefs about Outside influences/ constraints STS
order
Preparing students for the final examination
4.45 1
Large classes
4.43 2
Cover the prescribed syllabus
4.29
Lack resources to teach STS issues
4.2 3
Insufficient in pre-service preparing
4.26 4
Insufficient in-service training
4.10 5
Lack of interest of students in learning STS
3.75 6
There is no support by the parents
3.2 7
There is no support from my co-workers
3.0 8
Lack of confidence
3.20 9
My principal does not support me
3.1 10

16. presents priority frequencies and means of the Seven difficulties in teaching STS issues
item
Priority
index
order
Evaluation and examination system
5.2 1
Excessive number of the students in class
4.56 2
Covering the subject matter of curricula.
4.13 3
Unavailability of possibilities and curriculum materials
3.64 4
Absence of rehabilitation during academic preparation.
3.62 5
Absence of suitable training during service.
3.41 6
Unavailability of computers and high technology.
3.36 7

17. 2- Qualitative results

18. constraints as identified by the teachers

19. constraints as identified by the teachers

20. constrains Internal constraints External physical constraints External
interpersonal
constraints

21. Beliefs, practices and constraints
Teachers’ beliefs
Teachers’ practices
Constraints
External constraints
internal constraints

22. Implications
changing the emphasis of the Egyptian educational system from an examination-orientation to a learning–orientation,
Providing teachers with sufficient teacher education concerning STS,
Reducing curriculum content,
Supplying more appropriate resources and giving teachers more autonomy in their choice of teaching approach,

23. Implications
To counter class size problem, the teachers should be trained to be able to deal with large number of students and at the same time serious efforts should be made to reduce class sizes,
the administrators should give teachers more support and more freedom.