European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.159471
Volume 2│Issue 6│2016
PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF
SCIENCE AND THEIR SELF-EFFICACY BELIEFS ABOUT
SCIENCE TEACHING
Isil Koc1i, Robert E. Yager2
Istanbul University, Istanbul, Turkey
1
The University of Iowa, IA, USA
2
Abstract:
This study was mainly conducted to investigate the extent to which preservice teachers
held alternative conceptions in fundamental elementary science concepts from
earth/space, life and physical sciences along with their self-efficacy beliefs about science
teaching. This study also examined the potential relationship between the numbers of
alternative conceptions held by preservice teachers and their self-efficacy beliefs about
science teaching. Eighty-six preservice elementary education majors enrolled in the four
sections of the science methods courses offered in a large Midwestern university in US
participated in this study. Data were collected through the use of Alternative
Conceptions in Science Instrument, Science Teaching Efficacy Belief Instrument- Form B
(STEBI-B), and a participant information form. The results from the alternative
conception instrument indicated that the majority of preservice elementary teachers
(67.4%) held a number of alternative conceptions, mostly in the physical science
followed by earth/space, and then life science. On the other hand, the analysis of the
self-efficacy instrument revealed generally positive self-efficacy beliefs. Findings from
the study also confirmed that science courses completed in high school and college do
not seem to have influenced participants’ numbers of alternative conceptions regarding
earth/space, life and physical sciences and self-efficacy beliefs about science teaching.
Overall, the results of the study regarding self-efficacy beliefs suggest that more
consideration should be given to identifying and modifying the alternative conceptions
of science so that teachers can better help their students to arrive at more accurate
conceptions.
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
1
Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
Keywords: alternative conceptions; self-efficacy; preservice teachers; science teaching;
teacher education
1.
Introduction
Teachers and teaching quality are often considered the most critical elements of student
success in learning science. In particular, what the teacher knows and can do in the
classroom is the most important factor resulting in student accomplishments (Wong,
2004). However, just as for elementary students, many elementary teachers simply do
not enjoy science and do not feel comfortable teaching it (Vaidya, 1993). In addition,
elementary teachers do not always feel that the science curriculum is a high priority
(Tilgner, 1990). And when it is addressed in the classroom, it is often not taught in a
way that enhances and encourages students’ achievement (Riggs, & Enochs, 1990).
Jarett (1998) assumed that science education is more than just a set of activities and
there are many things a teacher needs to know in order to teach science effectively.
According to Tosun (2000), lack of content knowledge is one of the main obstacles to
teaching science effectively in elementary schools.
Teacher content knowledge is an essential element in the learning process
(Haidar, 1997). While the No Child Left Behind (NCLB) Act of 2001 emphasized the
need for increased content knowledge of teachers for teaching science effectively,
preservice and inservice elementary teachers have generally been found to possess a
lack of conceptual and factual science information (Brown, & Schwartz, 2009; Trend,
2000) as well as inadequate skills in the content area of science (Ellis, 2001).
Furthermore, besides little understanding of basic concepts of science it has been shown
that elementary teachers hold alternative conceptions for a variety of science concepts
(Atwood, & Atwood, 1995, 1996; Brown, & Schwartz, 2009; Burgoon, Heddle, & Duran,
2011; Dove, 1996; Kikas, 2004; Petcovic, & Ruhf, 2008; Preece, 1997; Schoon, 1995;
Schoon, & Boone, 1998; Sodervik, Mikkila-Erdmann, & Vilppu, 2014; Stocklmayer, &
Treagust, 1996; Trend, 2000, 2001; Trumper, 2003).
Beyond lack of science content knowledge, attitudes and beliefs held by
elementary teachers toward science and science teaching play a critical role in shaping
the patterns of instruction that they use and which also become critical elements in the
achievement of scientific literacy for all students (Ritter et al., 2001). In particular,
elementary teachers who judge their own abilities to be lacking in science teaching
(belief) accordingly develop a dislike for science teaching (attitude) (Riggs, & Enochs,
1990). As a result, this strong relationship between attitudes and beliefs affects behavior
patterns among elementary teachers with regard to science and science teaching. As
European Journal of Education Studies - Volume 2 │ Issue 6 │ 2016
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
”andura
stated, teachers’ beliefs are possible contributors of behaviour patterns
with respect to confidence and self-efficacy. The teachers who do not believe in their
abilities to teach science (low self-efficacy and have doubts about students’ abilities to
learn science (low outcome expectancy) may result in avoiding their science instruction
whenever possible. Therefore, it is assumed that efficacy beliefs are potentially
powerful variables, which ultimately influence both the amount of instructional time
teachers spend on science as well as the resulting achievement students attain in science
at the elementary school level (Enochs et al., 1995).
The reasons for the reluctance to teach science in terms of poor attitudes and lack
of confidence have been attributed to elementary teachers’ low level of science content
knowledge (Bleicher, & Lindgren, 2005; Smith, 2000). In particular, ArambulaGreenfield and Feldman (1997) assumed that strong conceptual level of knowledge in
teaching science contents favourably affects elementary teachers’ belief and attitudes.
Strong science content knowledge relates to higher levels of science teaching selfefficacy beliefs (Ginns, & Watters, 1999; Riggs, 1995). Additionally, it helps establish
higher levels of science teachers’ self-efficacy beliefs by reducing anxiety about science
teaching and promoting more positive attitudes toward science (Czerniak, & Chiarelott,
1990).
The continued correlation between interest in science and the number of science
courses successfully completed perhaps reflects an enduring interest in science that
induced some preserves teachers to take more science courses in college. Although
content knowledge has been mentioned as a factor affecting teachers’ attitudes and
beliefs, some previous researches have mentioned some doubts concerning the notion
that completing more science courses help preservice teachers become more positive
about teaching science (Feistritzer, & Boyer, 1983; Shrigley, 1974; Skamp, 1989;
Stephans, & McCormack, 1985). Surprisingly, some recent studies have also refuted the
idea that more science knowledge results in more positive attitudes and more accurate
beliefs regarding science teaching (Bleicher, & Lindgren, 2005; Jarrett, 1999).
Considering these concerns, the present research effort focuses on the
relationships that might exist between the beliefs held by preservice elementary
teachers regarding their abilities to affect science and science learning among
elementary students and their personal levels of science understanding. As Stevens and
Wenner (1996) assumed, research directed toward better defining links between content
knowledge and beliefs might provide further impetus for developing curricula that will
more adequately serve to prepare elementary teachers.
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
2.
Purpose
The purpose of this study was to investigate the preservice elementary teachers’
scientifically accurate and alternative conceptions with respect to selected earth/space,
life and physical science concepts. This study also examined preservice elementary
teachers’ self-efficacy beliefs about science teaching. Finally, an emphasis is placed
upon exploring the relationship between these two issues.
The main research questions addressed in this study were:
(1) What alternative conceptions do preservice elementary teachers hold with regard
to fundamental earth/space, life and physical science concepts?
(2) In which of the areas of science (i.e. earth/space, life and physical) do preservice
elementary teachers have more alternative conceptions?
(3) How are the differences in the number of alternative conceptions held by
preservice elementary teachers related to preservice elementary teachers’ selfreported choices concerning the number of high school/college science courses
completed?
(4) What self-efficacy beliefs do preservice elementary teachers express about the
teaching science?
(5) How are the subcomponents of the Science Teaching Efficacy Beliefs Instrument
related to preservice elementary teachers’ self- reported choices concerning the
number of high school/college science courses completed?
(6) Do relationships exist between the number of alternative conceptions that
preservice elementary teachers bring to a science methods course and their
science teaching self-efficacy beliefs?
3.
Methods
3.1
Research Design
This study is descriptive in nature and the survey method was used to determine the
alternative conceptions and self-efficacy beliefs of preservice elementary teachers within
the quantitative research approach. In particular, survey method is a research approach
that aims to describe a situation that existed in the past or still existing as it is (Cohen, &
Manion, 1994).
3.2.
Participants
The sample of this study consisted of 86 preservice elementary teachers, who were
enrolled in four sections of the science methods courses offered in a large Midwestern
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
university in US. The majority of the participants in the study were undergraduates
(97.7%), specifically juniors (20.9%) and seniors (76.8%) in college, who had completed a
substantial portion of the science coursework required by their respective programs and
would be student teaching for one full academic year or for one full semester (90.7%).
The ages of participants ranged from 19 (2.3%) to 35 (1.2%) with an average age of 21
(50.0%). The majority of the participants (94.2%) in the sample were Caucasian (nonHispanic) (94.2%). There were 81 females (94.2%) and five males (5.8%). Given that over
94% of the participants in this study were females and Caucasian, no attempts were
made to compare and differentiate results by gender and ethnicity. Number of science
courses that participants completed in high school ranged from one to seven, and in
college, from one to eight. In particular, 3 (3.5%) participants completed two or fewer
science courses, 54 (62.8%) participants completed three or four courses, and 29 (33.7%)
participants completed five to seven courses during high school. On the other hand, the
number of science courses completed in college by participants was fewer than in high
schools. Curiously, 35 (40.7%) participants completed two or fewer science courses, 41
(47.7%) participants completed three or four courses, and 10 (11.6%) participants
completed five to eight science courses in college. These demographic variables were
applied as grouping variables to test for possible effects on changes in alternative
conceptions.
3.3
Data Collection
Data for the study were collected during the first week of the classes by both the
researcher and instructors. At first, preservice elementary teachers completed a brief
information form. Participants then completed the Alternative Conceptions in Science
Instrument (Schoon, & Boone, 1998), and the STEBI-B (Enochs, & Riggs, 1990). An
explanation of directions and completion of these instruments required an average of 40
minutes. Classes were scheduled for a minimum of 50 minutes, so the participants felt
no constraints. Permission to utilize class time was arranged in cases where the course
instructors’ schedules permitted the use of a minimum of
minutes in length of class
time. Despite the fact that participation in the study was voluntary, all preservice
elementary teachers (100 %) volunteered to participate in the collection of quantitative
data.
3.4
Instruments
3.4.1
Participant Information Form (PIF)
The PIF was used to gather detailed information about preservice elementary teachers
so that their responses to the other instruments could be better comprehended. The
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
form consists of questions including gender, age, ethnicity, grade level, area of
specialization, and intended time for student teaching. In addition, quantity of science
courses regarding semester hours and credits that each of the preservice elementary
teachers completed both in high school and college were requested to see if there was a
relationship between the number of courses and the preservice elementary teachers’
knowledge of selected science concepts and their science teaching efficacy beliefs.
3.4.2 Alternative Conceptions in Science Instrument
The Alternative Conceptions in Science Instrument (Schoon, & Boone, 1998) was
selected to provide information on preservice elementary teachers’ knowledge of core
concepts that would be covered in most science curricula of elementary schools. This
instrument was mainly designed to identify elementary level teachers’ common
alternative conceptions in science. The instrument mainly consists of 12 multiple-choice
items covering independent concepts in the earth/space, life and physical sciences
described in the National Science Education Content Standards for elementary level
students. The earth/space science area contains six items and tests understanding of
concepts that deals with moon, earth and sun relationships concerning seasonal
changes; sun rising and setting; lunar phases; the position of planets in the night sky; it
also deals the properties of earth minerals; and the geologic time scale. The life science
consists of two items and covers such concepts as the plants; and the circulatory system.
The physical science domain includes four items. Concepts investigated in these items
deals with force and motion considering the position and motion of objects and
acceleration of falling bodies; mass; and electricity. Each question includes four possible
answers to select from. The answer choices consist of one scientifically accurate
response, one common alternative conception that was identified by previous research,
and two reasonable and plausible distracters to make a total of four responses for each
question. To establish inter-rater reliability, two science educators were asked to choose
the scientifically accurate concept in each instrument item. Their responses were then
compared to those of the test authors. Inter-rated reliability indicated a correlation
coefficient of 1.000 for each of the 12 items indicating that each item on the instrument
includes a scientifically acceptable response as stated by the authors.
3.4.3 Science Teaching Efficacy Beliefs Instrument (STEBI-B)
The STEBI-B (Enochs, & Riggs, 1990) was selected to provide information on preservice
elementary teachers’ self-efficacy beliefs about teaching science. STEBI-B was developed
specifically for preservice teachers (Riggs, & Enochs, 1990). It is mainly a five-choice,
Likert-type instrument with 23 statements. Responses for each statement range from
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
Strongly “gree to Strongly Disagree . Thirteen of the items
,
,
, and
, , , , , ,
are positively written and receive a score of
marked and a score of
,
,
,
if Strongly “gree is
if Strongly Disagree is chosen. On the other hand,
of the
items (3, 6, 8, 10, 13, 17, 19, 20, 21, and 23) are negatively written and for these items the
scoring is reversed: Strongly Disagree receives a score of
while Strongly “gree is
scored with a 1.
STEBI-B is divided into two subscales that were consistent with the theory of
social learning by Bandura (1977), and applied to science teaching by Gibson and
Dembo
. These are Personal Science Teaching Efficacy
13 items (2, 3, 5, , ,
Expectancy
,
,
,
,
STOE scale containing
,
,
items
,
PSTE scale containing
and Science Teaching Outcome
, , , ,
,
,
,
,
,
. The first
subscale PSTE , which measures teachers’ beliefs about their own capabilities to teach
science, is based on statement such as: I will continually find better ways to teach
science. The second subscale STOE , which measures teachers’ ability to affect science
learning, is based on statements such as: Students’ achievement in science is directly
related to their teacher’s effectiveness in science teaching. Possible scores on the PSTE
subscale range from 13 to 65 and STOE scores may range from 10 to 50. High scores on
the PSTE indicate a strong personal belief in one’s own ability to teach science and high
scores on the STOE indicate high expectations with regards to the outcomes of science
teaching. STEBI-B was reported as a valid and reliable instrument for measuring science
teaching self-efficacy among preservice elementary teachers. Reliability analysis
produced the Cronbach’s alpha coefficient of .
Cronbach’s alpha coefficient of .
for the PSTE subscale, and the
for the STOE subscale. Within this study, reliability
for the sample of 86 preservice elementary teachers was established for the STEBI-B.
Resultant Cronbach’s alpha coefficient was .
for the PSTE subscale and .
for the
STOE subscale.
3.5
Data Analysis
In this study, the Statistical Package for the Social Sciences-X (SPSSx, Inc., 1988) was
utilized for the purpose of the quantitative data analysis. At first, frequency
distributions were both calculated with respect to the Alternative Conceptions in
Science and the STEBI-B responses. Frequency distributions of demographic
information were also used to investigate whether participants’ responses to the other
instruments could be better comprehended.
Preservice elementary teachers’ self- reported choices concerning the number of
high school/college science courses completed with their number of alternative
conceptions and science teaching efficacy beliefs including the two subcomponents of
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
the STEBI-B were investigated using a one-way analysis of variance and a Pearson
Product-Moment Correlation Coefficient. A Pearson Product-Moment Correlation
Coefficient was also computed to determine the extent of relationship between the
number of alternative conceptions in science that are held by preservice elementary
teachers and their self-efficacy beliefs toward teaching of science, including the two
subcomponents of the STEBI-B.
4.
Results
As mentioned in the methodology section, all 86 preservice elementary teachers
completed the 12-item-multiple-choice test with respect to selected earth/space, life and
physical science concepts. Analysis of the results showed that the preservice elementary
teachers had some common alternative conceptions regarding earth/space, life and
physical science concepts. Table 1 illustrates the percent of participants who identified
common alternative conceptions on the alternative conception instrument.
Table 1: Common alternative conceptions held by participants N=86
Alternative Conceptions
Participants with
(Item No.)
Alternative Conceptions
(%)
1.
Summer occurs when the earth is nearer to the sun. (1)
97.0
2.
The sun is straight up at noon every day (as seen from their own
88.4
latitude). (2)
3.
The earth’s shadow causes the phases of moon.
83.7
4.
Heavier balls fall faster than similar lighter balls. (10)
76.7
5.
Blood flowing through human veins is blue. (8)
75.6
6.
Rusted iron weights less than the iron weighed before rusting. (11)
58.1
7.
Any crystal that scratches glass is a diamond. (5)
55.8
8.
Objects dropped from airplanes hit the ground immediately below the
48.8
point where they were dropped. (9)
9.
Venus, Mars, and Jupiter can only be seen with the telescope. (4)
46.5
10.
Electric currents in a circuit follow a one-path beginning at a battery
41.9
and ending at a light bulb. (12)
11.
Plants get their food from the soil. (7)
18.6
12.
Dinosaurs lived at the same time as cave-men. (6)
5.8
Participants in the study identified a range of 3 (1.2%) to 12 (1.2%) alternative
conceptions, which included both common alternative conceptions and distracter
responses that were not scientifically accurate, and a range of 0 (1.2%) to 9 (1.2%)
scientifically accurate responses on the test. Based on these results, the median score for
European Journal of Education Studies - Volume 2 │ Issue 6 │ 2016
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
the sample was 4.00 (answered accurately) and the standard deviation was 1.55.
Characteristics of the individual instrument items are listed in Table 2.
In addition to the common alternative conceptions presented in Table 1, some
distracters, which are also not scientifically accurate, were chosen on the test by some
preservice elementary teachers. Some examples of the highest percent of distracters
included:
-
Objects dropped from a flying airplane will hit the ground behind the spot
directly below the point where it was dropped (20.9%). (Item 9)
-
Rusted iron weights the same as the iron that it came from (14.0%). (Item 11)
-
Electric currents in a circuit follow a straight path from each end of a battery
(9.3%). (Item 12)
Table 2: Descriptive statistics for individual items of the
alternative conceptions instrument N=86
Item
Number
Number of
Number of
Number of
Correct
Common Alternative
Distracter
Response(s)
Conceptions
Response(s)
1
1
84
1
2
8
76
2
3
13
72
1
4
44
40
2
5
38
48
0
6
81
5
0
7
68
16
2
8
21
65
0
9
26
42
18
10
20
66
0
11
24
50
12
12
42
36
8
In this study, among the three areas investigated, the life science area received the
greatest number of correct responses with an average of 51.7%, followed by earth
science (35.9%) and physical science (32.6%). Results revealed that physical science area
harborred the most alternative conceptions in comparison to life science and
earth/space science areas.
A series of One-way analyses of variance were executed on the data to determine
whether there were significant differences in the number of alternative conceptions held
by preservice elementary teachers based on participants’ number of high school and
college science courses that had been completed. Participant responses for the number
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
of science courses that they completed in high school ranged from one to seven and in
college, from one to eight. In order to compare the number of alternative conceptions of
preservice elementary teachers who completed fewer science courses to those who
completed more science courses both in high school and college, participant responses
that reported the participant information form were categorized into the three groups.
The groups were defined as those who completed: one or two science courses (1); three
or four courses (2); and four or more courses (3). Based on the results, no significant
differences in the number of alternative conceptions that are held by preservice
elementary teachers were found based on participants’ number of high school
F=
1.135, p= .326) or college science (F= 1.723, p= .185) courses completed. The results
suggested that completing more science courses either in high school or in college does
not significantly affect the preservice elementary teachers’ number of alternative
conceptions with regard to fundamental science concepts in earth/space, life and
physical sciences.
Individual item scores for the STEBI-B ranged from 1 to 5 and were added
together to produce a total score that ranged from 57 to 92 out of a possible range of 23
to 115. As described previously, STEBI-B contains two independent subcomponents.
These are:
personal science teaching efficacy PSTE , which reflects teachers’ beliefs
in their own capabilities to teach science, and (2) science teaching outcome expectancy
STOE , which reflects teachers’ ability to affect their students’ science learning. Two
different scores were also obtained for PSTE and STOE subscales. Participants’
responses to PSTE indicated that scores ranged from 33 to 57 out of a possible range of
13 to 65 with a total means of 44.50 and a standard deviation of 5.58. On the other hand,
participant responses to STOE subscale indicated scores a range from 24 to 42 out of a
possible range of 10 to 50 with a total mean of 32.60 and a standard deviation of 3.80.
According to the data summarized in Table 3, the subcomponent means in this
study were more favorable with the PSTE (Mean= 44.50) subscale. The mean score for
individual items on PSTE subcomponent (Mean= 3.42) was high according to the fivepoint Likert-type scale. In comparison, the mean score was lower for the STOE
subcomponent (Mean= 3.26) according to the five-point Likert-type scale.
An analysis of participants’ responses on each of the
statements on the STE”I-
B scale indicates that 18 of the individual items resulted in means above 3.00 and no
items had means below 2.00. Three of the statements in the PSTE subcomponent had
means above 4.00. In contrast, none of statements in the STOE subcomponent had
means above 4.00. The sample demonstrated the highest means (Mean= 4.35) on item 2
of the scale - I will continually find better ways to teach science. and the lowest means
(Mean= 2.36) on item 19 - I wonder if I will have the necessary skills to teach science.
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
Table 3: Data summary for participants’ STE”I-B subscale scores
Subcomponent(s)
Mean
SD
PSTE (13 items)
44.50
5.58
STOE (10 items)
32.60
3.80
Science Teaching Efficacy Beliefs (23 items)
77.10
7.57
Positive Wording Statements (13 items)
44.08
4.48
Negative Wording Statements (10 items)
33.02
4.35
Total
In order to explore the potential relationship between these two subcomponents, a
Pearson product-moment correlation coefficient was generated. The developers of the
STEBI-B claim to have produced an instrument capable of measuring two correlated but
independent subscales with which to measure preservice teacher beliefs. Such a claim
can be reasonably confirmed in this study. In particular, the subscale scores indeed
produce a significant positive correlation with one another even though measure
different aspect of the construct of teacher beliefs. This result is consisted in the social
learning theory espoused by Bandura (1977). Besides, data of this study regarding the
relationship between STEBI-B subscales and the number of science courses that
completed in high school and college suggest that science courses completed in high
school and college do not appear to influence preservice elementary teachers’ efficacy
beliefs regarding science teaching.
One of the purposes of this study was to investigate the relationship between
alternative conceptions and science teaching self-efficacy beliefs. A t-test was conducted
to compare STEBI-B Instrument and its subcomponents with the number of alternative
conceptions held. Table
presents the preservice elementary teachers’ mean measure of
the STEBI-B based on the number of responses on the Alternative Conceptions in
Science Instrument that were not scientifically accurate. There is no definitive pattern
exposed in this data. But, it appears that participants who held three out of a possible 12
alternative conceptions had the highest STEBI-B measure (Mean= 92.00). But, one
participant who held 12 out of a possible 12 alternative conceptions held the lowest
STEBI-B measure (Mean= 57.00).
Table 4: STEBI-B mean scores by number of alternative conceptions
held by participants N=86
Number of Alternative Conceptions
N
Mean
SD
0
-
-
-
1
-
-
-
2
-
-
-
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
3
1
92.00
-
4
2
85.50
2.12
5
3
70.67
10.02
6
22
77.36
5.46
7
14
77.93
6.07
8
20
78.85
7.10
9
18
75.89
8.80
10
4
74.50
6.35
11
1
65.00
-
12
1
57.00
-
Similarly, Table 5 presents the STEBI-B measure of participants for each subcomponent
on the scale based on the number of responses on the alternative conception test that
were not scientifically accurate. A more PSTE measure indicates a more strong personal
belief in participant’s ability to teach science and a more STOE measure indicates
participant’s more expectations as regards the outcomes of science teaching. The
participants with the highest and the lowest STEBI-B mean also had the highest and the
lowest measure for all of the two subcomponents.
Table 5: Subcomponent STEBI-B measures by number of alternative conceptions
held by participants N=86
PSTE
STOE
Number of Alternative Conceptions
N
Mean
SD
Mean
SD
0
-
-
-
-
-
1
-
-
-
-
-
2
-
-
-
-
-
3
1
57.00
-
35.00
-
4
2
51.00
1.41
34.50
.71
5
3
41.33
5.86
29.33
4.73
6
22
45.10
3.96
32.27
3.67
7
14
44.57
4.75
33.36
4.09
8
20
45.45
5.73
33.40
3.28
9
18
43.11
6.43
32.78
4.21
10
4
43.50
5.26
31.00
1.83
11
1
36.00
-
29.00
-
12
1
33.00
-
24.00
-
A Pearson Product-Moment Correlation Coefficient was utilized to determine whether
a relationship existed between the number of alternative conceptions held by preservice
elementary teachers based on their responses to the Alternative Conception in Science
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
Instrument and their science teaching efficacy beliefs based on their responses to the
STEBI-B. It was expected that if a relationship did exist, it would be a negative or
inverse relationship meaning that the higher the number of alternative conceptions held
the lower STEBI-B scores or the lower the number of alternative conceptions in science
held the higher STEBI-B scores.
Table 6 presents the correlation coefficients of participants’ STE”I-B scores and
the number of alternative conceptions. While, there is no significant relationship
between the participants’ number of alternative conceptions and the STOE scores, there
is a significant inverse relationship at the .05 level between the participants’ number of
alternative conceptions and the total STEBI-B and PSTE scores.
Table 6: Correlation coefficients of participants’ STE”I-B, PSTE, STOE scores
and number of alternative conceptions N=86
STEBI-B and Subcomponents
Number of Alternative Conceptions
STEBI-B
-.257*
PSTE
-.286*
STOE
-.094
*Correlation is significant at the .05 level (2-tailed).
5.
Conclusion, Discussion and Implications
It has been exposed previously that elementary teachers hold alternative conceptions
for a variety of science concepts. The preservice elementary teachers who participated
in this study held many of the same common alternative conceptions that had been
identified and reported in the earlier studies. Analysis revealed that out of a possible 12
correct responses on the test, the relatively low mean score of 4.49 was found. In
particular, all of the preservice elementary teachers held three or more alternative
conceptions despite the fact that most had completed one or more science content
courses. Examples of some common alternative conceptions were presented in Table 1.
For instance, in one of the items, preservice elementary teachers were asked about the
color of venous blood within the human body. The desired response was dark red .
However, only 24.4 % of the participants answered this item correctly. Over half of the
participants
. % believed that blood inside the body is blue. When asked why it is
warmer in the summer, a majority of participant (97.7%) selected the incorrect answer
that because the earth is nearer to the sun in the summer. Only . % chose the correct
response. Another common alternative conception found in this study was the
acceleration of falling objects. Of the participants,
. % claimed that heavier objects
would hit the floor sooner than the lighter one.
These results advocate that the
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
majority of preservice elementary teachers did not obtain a satisfactory understanding
of basic science concepts. In general, over half of the preservice elementary teachers in
this study entered a science methods course with alternative conceptions of science
concepts regarding seasonal changes, sun rising and setting, lunar phases, hardness of
minerals, the function of blood, the effect of rust on mass, the laws of motion and the
path of electricity. To a lesser extent, preservice elementary teachers also maintained
alternative conceptions regarding the positions of planets in the night sky, how plants
obtain food, and the existence of dinosaurs in relationship to humans on geologic time
scale. Concepts within each area of science were also examined in this study. Research
of alternative conceptions held by preservice and inservice elementary teachers
revealed that alternative conceptions are common particularly in earth/space and
physical sciences (Schoon, 1995).
The results of the data analysis suggested that preservice elementary teachers
harbor alternative conceptions mostly in physical science area followed by earth/space
and then life science. The presence of unchanged alternative conceptions is a situation
that researchers and educators need to think about it. Why do preservice elementary
teachers who will be elementary teachers in the near future continue to keep these ideas
and why are educators not helping them eliminate their alternative conceptions?
Unfortunately, the results are still consistent with early findings of the McCormick
(1989) and the National Science Teachers Association (1989) that elementary teachers do
not possess adequate science backgrounds or even a basic knowledge of science
concepts. The items on the Alternative Conceptions in Science Instrument were
designed to evaluate knowledge of core concepts that would be covered in most
elementary science curricula. These negative findings are particularly alarming. Despite
the great amount of work done in the past years to identify common alternative
conceptions and to devise means of dealing with alternative conceptions in the
classroom, students are still leaving high school and college science courses carrying
many alternative conceptions with them. If the preservice teachers do not understand
elementary science concepts, do not have proper knowledge, how can they be expected
to teach their students and what conceptions are they entrenching by their lack of
understanding. Because if these preservice teachers have alternative conceptions and
they carry them into their own classrooms, then they will never be able to convey the
right information to their students. Therefore, teacher educators should give more
attention towards elimination of these and other alternative conceptions of the
prospective teachers. “s parallel to Doran’s
assumption, teacher educators
should determine which alternative conceptions are common among preservice
elementary teachers when planning science instructions.
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
In exploring the relationship that might exist between the number of science
courses completed in high school and college and the number of alternative
conceptions, analyses of data failed to show any significant relationships between these
variables. Neither the number of high school science courses nor the number of college
science courses completed were associated, in any way, with preservice elementary
teachers’ number of alternative conceptions regarding earth/space science, life science
and physical science concepts. This result seems to suggest that taking more science
courses would not significantly decrease preservice elementary teachers’ number of
alternative conceptions regarding earth/space, life and physical sciences. Stevens and
Wenner (1996) suggested that the completion of traditional college science courses does
not always affect students’ understanding of science. Therefore, institutions, which
prepare teachers, should not simply add additional science courses to elementary
education programs believing these additional courses will increase the knowledge of
science concepts. The number of courses may not provide the solution. The lack of
science knowledge among preservice elementary teachers demonstrates the need for
courses in high schools and colleges that develop an in-depth understanding of science
concepts. These courses as described by McDevitt, Heikkinen, Alcorn, Ambrosio and
Gardner (1993) should be taught using methods that relate concepts, avoid lecturing
and memorizing, build upon what students already know, and pay attention to
development of science concepts and overcome alternative conceptions.
Preservice elementary teachers’ responses to STE”I–B indicate generally high
levels of personal teaching efficacy and outcome expectancy. For instance, concerning
the PSTE subscale, while a majority (86%) of the participants indicated a confidence in
their ability to teach science effectively, 36.1% claimed to understand science concepts
well enough to teach science. Participants also demonstrated a moderate level of
uncertainty (29.1%) about their abilities to understanding science concepts well enough
to teach science. The majority (96.5) of the participants believed that they would
continuously find better ways to teach science. Similarly, 72.1% asserted that they could
effectively monitor science experiments. Participants also indicated their willingness to
welcome students’ questions. Ninety-three per cent thought they welcomed student
questions when teaching science and 45.4% felt they were able to answer such
questions. These responses showed that the preservice elementary science teachers
were confident in their general teaching competency, but they harbored some doubts
concerning their ability to teach science at conceptual level. Furthermore, concerning
STOE subscale it appeared that preservice elementary teachers were willing to assume
the responsibility for students’ science achievement
. % because they believe that
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
the inadequacy of a student’s science background could be overcome by effective
teaching (81.4%)
The developers of the STEBI-B claim to have produced an instrument capable of
measuring two correlated but independent subscales with which to measure preservice
teacher beliefs. Such a claim can be reasonably confirmed in this study. In particular,
the subscale scores indeed produce a significant positive correlation with one another
even though measure different aspect of the construct of teacher beliefs. This result is
consisted with Enoch’s and Riggs’s
study findings and also consisted in the social
learning theory espoused by Bandura (1977) indicating related but independent
variables.
One might conclude that the more science preservice elementary teachers
exposed to, the greater their self-efficacy beliefs. This claim is also supported by a
number of studies that preservice elementary teachers should complete more science
content and methods courses (Arambula-Greenfield, & Feldman, 1997; Czerniak, &
Chiarelott, 1990; Ginns, & Watters, 1999; Riggs, 1995). However, Jarrett (1999) reported
no relationship between the number of science courses completed by teachers and their
level of understanding of science concepts, nor their attitudes and their confidence and
comfort level for teaching science. “dditionally, one implication from ”leicher’s and
Lindgren’s
study was that increasing the quantity of science content courses that
preservice elementary teachers are required to complete may not be sufficient to
overcome their reluctance to teach science if some of their learning does not take place
in a constructivist environment. Data of this study regarding the relationship between
STEBI-B subscales and the number of science courses that completed in high school and
college suggest that science courses completed in high school and college do not appear
to influence preservice elementary teachers’ efficacy beliefs regarding science teaching.
It might be assumed that science teacher educators should structure existing and any
new courses to include experiences that make students aware of, and able to confront,
their existing beliefs about their ability to teach science.
In exploring the relationship that might exist between the number of alternative
conceptions that are held by preservice elementary teachers and their science teaching
efficacy beliefs, analysis of data showed that those with the lowest number of
alternative conceptions had relatively high STEBI-B, PSTE and STOE mean scores. In
further exploration, Table 6 provides evidence of statistically significant relationships
between the number of alternative conceptions and preservice elementary teachers
STEBI-B and PSTE mean scores. This finding leads to the conclusion that the holding of
alternative conceptions is associated with low science teaching efficacy. At this point,
this study adds a new dimension to Shrigley’s work
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, which found a low
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
correlation between science knowledge and attitude toward science, and Stephans and
McCormack’s
and Wenner’s
work, which found negative relationships
between science knowledge and science teaching efficacy. Overall, the relationship may
be caused by several factors. Holding of alternative conceptions may interfere with
preservice elementary teachers’ learning process, which may also influence their
broader understanding of science. This could result in a less confident view of their
own abilities to teach these particular concepts. In addition, the holding of alternative
conceptions may negatively influence the subsequent learning process. It was widely
believed that some people see scientific phenomena presented in science courses
through the lenses of their alternative conceptions, and, consequently, they may have
difficulty learning new materials related with it. To these people, science may seem
confusing or incomprehensible and they may feel less able to teach science to others. A
possible explanation for the observed relationship between the number of alternative
conceptions and teacher’s confidence in his/her ability to teach science was previously
offered by Schoon and Boone (1998); they found that the holding of alternative
conceptions may function as a barrier to the learning of more science, learning about
science, and feeling good about one’s own abilities to teach science. Most people are
comfortable with their own alternative conceptions, because they believe that what they
know is true. Yet, alternative conceptions, as Schoon and Boone (1998) suggested may
act as critical barriers to learning more science.
The study findings, which related to alternative conceptions part, revealed that
preservice elementary teachers demonstrated an inaccurate understanding of several
core science concepts that are identified in the National Science Education Content
Standards as key components of scientific literacy in elementary level students. In
particular, over 80% of the participants in this study held alternative conceptions of
concepts that require an understanding of moon-sun-earth relationships. Additionally,
over 50% of the participants in the sample held alternative conceptions of all of the six
concepts assessed in physical science. These results imply that, specifically, physical
science and earth/space science are problems in the preparation of scientifically literate
elementary teachers. The results of this study confirm Schoon and ”oone’s
study
findings that the existence of common alternative conceptions in science continues to be
a considerable problem among preservice elementary teachers and must be considered
by individuals involved in teacher preparation programs.
The alternative conceptions held by these preservice elementary teachers were
maintained when they started a science methods course despite their experiences in
primary and secondary schools and even with the completion of science content courses
at the university level. Most of the participants completed at least one science content
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Isil Koc, Robert E. Yager PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND
THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
course and a large percentage had completed over three science courses. Science
education methods instructors cannot assume that preservice elementary teachers
beginning a course have a solid foundation in science even if they have finished
university science courses. This dilemma leaves the science methods course as one of
the most important contributors to the successful preparation of elementary science
teachers. The challenge that remains for science teacher educators is to help prospective
elementary teachers alter the conceptions that are most likely to interfere with
successful elementary science instruction. At this point, science teaching strategies must
be modeled in teacher preparation programs that use preservice elementary teachers’
alternative conceptions as a focal point for science learning, provide the opportunity for
teachers to work directly with science materials, allow these teachers time to question
and reflect on the viability of their conceptions, and give them the opportunity to
discuss their ideas with others in order to change their alternative conceptions and
build meaningful understanding of science concepts.
Developing self-confidence (i.e., self-efficacy) among preservice elementary
teachers for teaching science is of paramount importance. Results of this study
indicated that STEBI-B is a valid and a reliable instrument for studying preservice
elementary teachers’ beliefs about science teaching and learning. With this instrument,
a more complete perspective of elementary science teaching is possible. For instance,
the preservice elementary teachers who are low in STOE should receive a much
different training than those who are low in PSTE. Training to increase STOE might
focus on teacher expectations and their relationship to student achievement, while
training to enhance PSTE should deal with improvement of teachers’ actual science
teaching skills.
Recognizing that there may be many causes of low self-efficacy beliefs among
preservice elementary teachers with regard to science teaching, the data presented in
this study may suggest that one of those causes might be holding of alternative
conceptions of science. Overall, the results of the study considering the self-efficacy
beliefs suggest that consideration be given to identifying and modifying preservice
elementary teachers’ alternative conceptions so that they could better help their own
students in arriving at more accurate conceptions.
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