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The purpose of this study was to investigate the effect of the inquiry-based science methods course on preservice elementary teachers’ self-efficacy beliefs about science teaching. Eighty-six preservice elementary education majors enrolled in the elementary science methods course participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument- Form B (STEBI-B), a participant information form, and semi-structured interviews. Findings from the quantitative data revealed that there was significant difference between pre-test and post-test scores on both the Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE), which are two subscales of STEBI-B. The qualitative findings of the study were utilized to further clarify the quantitative results. Overall, findings from the study indicated a positive relationship between participating in the elementary science methods course and changes in science teaching self- efficacy beliefs.
Elementary Education Online
Pre-Service Elementary Science Teachers' Science Teaching Efficacy Beliefs and Their Sources2010 •
International Journal of Science and Mathematics Education
Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses2017 •
Journal of Science Teacher Education
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge2016 •
2012 •
This study examined kindergarten through fifth grade elementary school teachers’ self-efficacy regarding classroom science teaching and then related these findings to the daily instructional methods that these teachers use when teaching science. Survey methodology was used to explore the perceptions of elementary school teachers (n = 143) regarding science teaching, specifically relating these perceptions to a number of factors: gender, number of years of experience teaching science, grade level taught, number of elective undergraduate science courses, highest degree earned, and whether or not the participants had earned a science degree. In addition, participants’ self-efficacy was used to predict teachers’ frequency of questioning and thinking strategies in classroom science instruction. Participants completed the Classroom Science Instruction Survey (CSIS) which included: (a) demographic items, (b) the Science Teaching Efficacy Belief Scale (STEBI-A); (c) the Classroom Practices ...
Educational Research and Reviews
In-Service and Pre-Service Secondary Science Teachers' Self-Efficacy Beliefs about Science Teaching2010 •
Journal of Science Teacher Education
An examination of preservice science teachers’ beliefs and behaviors as related to self-efficacy1994 •
School Science and Mathematics
Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching2012 •
2011 •
This study examines the self-efficacy of one preservice elementary school teacher (Kasey) during and after her participation in Science in Childhood Education—a 16-week, elementary preservice science methods course. The case study of this teacher is situated in the context of the class as a whole. This is accomplished through interviewing the one teacher and examining artifacts and observations of the entire class. The results of these experiences are studied to determine what changes have taken place in the participants' self-efficacy in science teaching as well as the one preservice teacher in greater detail. Because self efficacy is influential to student learning, the results of this study have significant implications for the design of elementary teacher education programs and the support of elementary teachers in teaching science.
2008 •
The purpose of this study was to investigate how retrospective-test/post-test perceptions of science teaching self-efficacy differ according to personalscience expectancy and science teaching outcome expectancy among preservice elementary teachers when exposed to a science teaching methods course. Preservice elementary teacher candidates (N=69) enrolled in Spring and Fall 2007 sessions of an elementary science methods class were asked to assess their science teaching self-efficacy using the Science Teaching Expectancy Belief Instrument (STEBI-B). The survey was administered three times using pre-test, post-test and retrospective-test methodology. The 23-item instrument contains a Likert-scale with a 1 to 5 range of strongly disagree to strongly agree . A higher score indicated a stronger sense science teaching self-efficacy. The dependent variable was change in self-efficacy. Scienceteaching self-efficacy comprises two subcomponents: (1) personal science teaching efficacy (PSTE); an...
Research in Science Education
Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential2013 •
This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors (n=71) and elementary education majors (n=262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy , which leads the idea that preservice elementary teachers' conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups.
2017 •
Anais Brasileiros De Dermatologia
Cirugía de sustitución valvular en mayores de 75 años2017 •
2017 •
2016 •
2008 •
Food Quality and Preference
Consideration of Thurstonian Scaling of Ratings Data2006 •
História da Educação
Casos e Histórias Da Profissionalização Docente No Instituto De Educação Do Distrito Federal (1928-1935)2020 •
1998 •
2021 •
International Journal of Review in Life Sciences
The role of clinical pharmacist in enhancing the health-related quality of life in patients with pulmonary tuberculosis2020 •
Proceedings 2021
Geological Characteristics of the Neogene Volcanic Plugs in Inlice (Konya) Area, Central Turkey2021 •
International Journal of Computational Science and Engineering
Time constraint influence maximization algorithm in the age of big dataTree Genetics & Genomes
Complete sequence and organisation of the Jatropha curcas (Euphorbiaceae) chloroplast genome2010 •
IFAC-PapersOnLine
Flexible Architecture for Transparency of a Bilateral Tele-Operation System implemented in Mobile Anthropomorphic Robots for the Oil and Gas Industry2018 •
Optimization Methods and Software
Dynamic scaling based preconditioning for truncated Newton methods in large scale unconstrained optimization2005 •
Tropical Animal Science Journal
Production Performance, Egg Quality, and Fecal Bacterial Population of Laying Ducks Fed Ration Supplemented by Bamboo Vinegar2019 •
Diseases of Aquatic Organisms
Mineral phase in shell repair of Manila clam Venerupis philippinarum affected by brown ring disease2011 •
Muhafazakâr Düşünce Dergisi
"Anadolu'da İslamiyet", Fuat Köprülü Ve Sonrası - Ahmet Yaşar Ocak