Yıl 2019, Cilt 15 , Sayı , Sayfalar 70 - 80 2019-12-14

Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration

Hanadi CHATILA [1]


This paper investigates Lebanese high school biology teachers’ perceptions and practice of Conceptual Integration among different science subject areas in the biology class. Fifty Lebanese in-service high school teachers completed a questionnaire about their perceptions of conceptual integration. Then, ten of them participated in a focus group to discuss the implementation of Conceptual Integration through an activity presented in the grade 10 biology program. The findings show that although teachers acknowledge the importance of integrating physics and chemistry in their biology teaching, they avoid implementing Conceptual Integration. In addition, they lack the right knowledge about what Conceptual Integration is and how to approach it in their practice. The study shed the light on the urge to revisit the teacher education program at the Faculty of Education at the Lebanese University, at the pedagogical level to include Conceptual Integration as a main strategy to teach Sciences and at the content knowledge level to highlight the one paradigm of science that includes various science disciplines sharing the same features of the “nature of Science”.
Conceptual integration, Biology education, Teacher education
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Yazar: Hanadi CHATILA
Kurum: Lebanese University
Ülke: Lebanon


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Yayımlanma Tarihi : 14 Aralık 2019

Bibtex @araştırma makalesi { epess659538, journal = {The Eurasia Proceedings of Educational and Social Sciences}, issn = {}, eissn = {2587-1730}, address = {}, publisher = {ISRES Organizasyon Turizm Eğitim Danışmanlık Ltd. Şti.}, year = {2019}, volume = {15}, pages = {70 - 80}, doi = {}, title = {Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration}, key = {cite}, author = {CHATILA, Hanadi} }
APA CHATILA, H . (2019). Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration. The Eurasia Proceedings of Educational and Social Sciences , 15 () , 70-80 . Retrieved from https://dergipark.org.tr/tr/pub/epess/issue/50638/659538
MLA CHATILA, H . "Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration". The Eurasia Proceedings of Educational and Social Sciences 15 (2019 ): 70-80 <https://dergipark.org.tr/tr/pub/epess/issue/50638/659538>
Chicago CHATILA, H . "Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration". The Eurasia Proceedings of Educational and Social Sciences 15 (2019 ): 70-80
RIS TY - JOUR T1 - Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration AU - Hanadi CHATILA Y1 - 2019 PY - 2019 N1 - DO - T2 - The Eurasia Proceedings of Educational and Social Sciences JF - Journal JO - JOR SP - 70 EP - 80 VL - 15 IS - SN - -2587-1730 M3 - UR - Y2 - 2020 ER -
EndNote %0 The Eurasia Proceedings of Educational and Social Sciences Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration %A Hanadi CHATILA %T Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration %D 2019 %J The Eurasia Proceedings of Educational and Social Sciences %P -2587-1730 %V 15 %N %R %U
ISNAD CHATILA, Hanadi . "Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration". The Eurasia Proceedings of Educational and Social Sciences 15 / (Aralık 2019): 70-80 .
AMA CHATILA H . Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration. EPESS. 2019; 15: 70-80.
Vancouver CHATILA H . Lebanese Biology Teachers Perceptions and Practice of Conceptual Integration. The Eurasia Proceedings of Educational and Social Sciences. 2019; 15: 80-70.