摘要：Teachers possess certain mental models or beliefs based on their past experiences which they bring with them to the classroom. These beliefs shape their reality and give them the confidence to try new things, ask new questions, or question their existing beliefs. This study used drawings, written narratives, and digital stories as research tools to examine the beliefs that science teachers have about their teaching of science. There have been previous studies that have examined teachers’ perceptions about science teaching using drawings and written narratives. The use of digital stories in this study served as an extended method of analyzing teacher beliefs.
