Ida Kukliansky, Itai Shosberger, Haim Eshach

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Homework (HW) is an integral part of the learning process. Currently, there is renewed interest and controversy about its effectiveness. The present study explores the voices of the science teachers on this matter. Adopting the view that reporting both teachers’ views and actual classroom practices is necessary for obtaining a more complete view of the phenomena, the present study addressed teachers’ views relating to the cognitive, affective, and pedagogical aspects of HW, their in-class practices and behaviors related to HW, and if the views and practices differ. The research was conducted in 3 stages: (a) teachers’ (n = 25) behaviors were examined based on classroom observations of 3 – 5 consecutive lessons, (b) these teachers were interviewed about their beliefs about and attitudes toward HW, and (c) the data from both the observations and interviews were processed into categories and subcategories. The findings revealed a wide range of teachers’ beliefs, attitudes, and behaviors and that teachers hold both positive and negative views simultaneously. In addition, the views for some categories expressed in the interviews concurred with the teacher’s actual classroom behavior; for other categories, disagreements were identified. This research broadens the contemporary horizons regarding HW and may contribute to those who wish to work with teachers making HW more effective.

Original languageEnglish
Pages (from-to)229-250
Number of pages22
JournalInternational Journal of Science and Mathematics Education
StatePublished - 1 Jan 2016


  • behaviors
  • beliefs
  • homework
  • middle-school science teachers
  • teachers’ attitudes

ASJC Scopus subject areas

  • Education
  • General Mathematics


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