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Using an ethnographic approach with observations, learning artifacts, reflections, and semi-structured interviews, findings show that beliefs and PCK influence how teachers conceptualize curriculum, address students’ misconceptions, select classroom practices, and affect student engagement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Reform-Oriented Curriculum  \n*  \nBy Intisar AmbusaKhalididAk,Berharonuasrdi‡ Badiali† &  \nResearch on science-education reform affirms the importance of taking into consideration teachers‟pedagogical beliefs in relation of the constructivist perspective to ensure successful implementation of a reform-oriented curriculum. In addition, prominent studies pinpoint the need for teachers to have sufficient pedagogical content knowledge (PCK) to adapt a reform-oriented science curriculum to meet students‟ abilities and interests. This study focused on the reform-oriented science curriculum in Oman, and in particular, the grade 12 biology curriculum. The new biology curriculum emphasizes constructivism and encourages student-centered instruction, inquiry-based learning, cooperative learning, problem-solving, and critical thinking. However, since its implementation in 2008, various obstacles and challenges have been reported by teachers. These include a mismatch between the planned curriculum and the implemented curriculum. This mismatch has been attributed to a lack of motivation and PCK among teachers that would allow them to shift their teaching practices.  \nConsequently, the purpose of this study was to understand how teachers‟ pedagogical beliefs about student-centered learning have shaped their implementation of the curriculum. The study also sought to identify how biology teachers perceive the relationship between their PCK and their pedagogical decisions. An ethnographic approach to data analysis was employed, with multiple data sources including classroom observations, learning artifacts, reflections, and semi-structured interviews used. The findings ofthis ethnographic study indicate that Omani teachers‟beliefs and PCK shape the implementation of the reform-oriented curriculum by influencing their conceptualization of the curriculum, their identification of students‟ misconceptions, their decisions about classroom teaching practices, and the level of their students‟ engagement. The results of this study corroborate and expand upon previous research that suggests that teachers‟ beliefs and PCK should be taken into consideration when designing and planning for new curriculum materials, teacher-education programs, and professional development opportunities.  \nKeywords: pedagogical beliefs, reform-oriented curriculum, pedagogical content knowledge (PCK), constructivism, curriculum implementation.  \nIntroduction  \nTeachers are considered the most effective and important agents in improving students‟ motivation and science learning. Teachers‟ beliefs about science, pedagogy, and students‟ understanding influence their classroom actions, functioning as filters through which the teachers make their decisions.  \n􀀍PhD Candidate & Graduate Assistant, The Pennsylvania State University, USA.  \n†Associate Professor, The Pennsylvania State University, USA.  \n‡Biology Senior Supervisor, Ministry of Education, Oman.  \n[https://doi.org/10.30958/aje.8-1-5](https://doi.org/10.30958/aje.8-1-5) doi=10.30958/aje.8-1-5  \nUnderstanding teachers‟beliefs and how they inform their instruction is critical to improve science education. The recent global reform of science education, which is rooted in constructivism, has introduced assumptions about learning and approaches to teaching that are together known as reform-oriented instruction (Le, Lockwood, Stecher, Hamilton, & Matinz, 2009). Reform-oriented instruction is marked by three key characteristics: It is (a) standards-based,(b) student-centered, and (c) inquiry-oriented (Sawada et al., 2002) .  \nReform-oriented instruction implies that teachers seek to understand the processes and levels at which students comprehend scientific concepts and then adjust the design of instruction in such a way as to challenge students‟perceptions (Park, Jang, Chen, & Jung, 2011). Therefore, teachers need to develop particular type","cbCaic12CAmePy9V","https://ap.wps.com/l/cbCaic12CAmePy9V","pdf",842681,41,"English","# Introduction\n# Background\n# Methods and Data Analysis\n# Findings\n# Discussion","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To understand how biology teachers’ pedagogical beliefs about student-centered learning shaped their implementation of the reform-oriented curriculum in Oman, and to explore how they perceive the relationship between PCK and their pedagogical decisions.\"},{\"question\":\"Which curriculum features are emphasized in the Omani grade 12 biology reform?\",\"answer\":\"The new biology curriculum emphasizes constructivism and promotes student-centered instruction, inquiry-based learning, cooperative learning, problem-solving, and critical thinking.\"},{\"question\":\"How were data collected and analyzed in this research?\",\"answer\":\"An ethnographic approach was used, relying on multiple sources including classroom observations, learning artifacts, reflections, and semi-structured interviews for analysis.\"}]","Examining How Biology Teachers’ Pedagogical Beliefs Shape the Implementation of the Omani Reform-Oriented Curriculum | PDF",1792076155,103]