Eilks, IngoAl-Amoush, SihamSihamAl-Amoush2020-03-092020-03-092012-05-22https://media.suub.uni-bremen.de/handle/elib/320This work is an accumulative thesis consists of four main papers. The purpose of this thesis was, to investigate different aspects of (students) teachers beliefs about chemistry teaching in secondary schools for the case of Jordan - a country where the base of knowledge about teachers beliefs is very rare. The principle points that were primarily dealt with are achieving a general overview of chemistry teachers beliefs in Jordan while taking findings from a developed Western country (Germany) and research on a mid-western country with a development level between Jordan and Western Europe (Turkey) as external references. Beliefs to be researched were focusing on curricula and pedagogies in chemistry teaching and learning, the aims and objectives of chemistry lessons, and the nature of good education. Further investigations were made concerning explanations and beliefs for the reasons of the prevalent practice in chemistry education in Jordan and effects of ongoing reform.enAlle Rechte vorbehaltenAlle Rechte vorbehaltenchemistry educationeducational reforminternational comparison (student) teachers beliefsteacher education540Dissertationurn:nbn:de:gbv:46-00102629-11