Relationship Between Self-Efficacy Beliefs of Science Teachers and Their Confidence in Content Knowledge

2013 ◽  
Vol 23 (1) ◽  
pp. 109-112 ◽  
Author(s):  
Motshidisi Anna Lekhu
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs

scholarly journals Assessing In-service Teachers’ Chemistry Content Knowledge and Self-efficacy in Teaching the K to 12 Science Curriculum

KIMIKA ◽  
2017 ◽  
Vol 28 (2) ◽  
pp. 13-21
Author(s):  
Yna Camille A. Mongcal ◽  
Queena N. Lee-Chua ◽  
Armando, Jr. M. Guidote
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Graduate Program ◽  
Science Curriculum ◽  
Group Discussion ◽  
Education Institution ◽  
Efficacy Beliefs ◽  
Teaching Chemistry ◽  
K To 12

As the K to 12 Science program was formally implemented, interventions to enhance competence and confidence of teachers in teaching science in a spiral progression approach are main concerns. This study aims to assess the chemistry content knowledge and self-efficacy of 38 in-service teachers enrolled in a graduate program from a teacher education institution using a content knowledge test (CKT) and a self-efficacy beliefs scale (SeS) using a mixed-method approach. Quantitative findings reveal that the least mastered topics in chemistry of the teacher-respondents include solutions, chemical bonding, the mole concept, gas laws, and chemical reactions. The science teachers say they are “somewhat confident” in teaching the chemistry topics. Qualitative findings include difficulties in answering the CKT and challenges encountered in teaching chemistry using the K to 12 science curriculum. In the needs analysis, key findings in the results of focus group discussion are used to verify quantitative findings. The correlation between content knowledge and self-efficacy beliefs is r = -0.12, with findings showing a negligible to low correlation. This implies that even if teachers perceive that they are “somewhat confident” in teaching chemistry topics, such beliefs do not match their content knowledge scores. Valid findings are based on the CKT results and further suggest that the CKT (not the SeS) is a good measure in determining the content learning needs of teachers.

scholarly journals Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-based Measurement

2019 ◽  
Vol 9 (4) ◽  
pp. 247 ◽  
Author(s):  
Handtke ◽  
Bögeholz
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Cross Sectional Study ◽  
Efficacy Beliefs ◽  
Measurement Instruments ◽  
Cross Sectional ◽  
Interdisciplinary Science ◽  
New Instrument

Interdisciplinary science teaching is an issue in various countries. One example in Europe is Germany, especially regarding comprehensive schools. At the same time, German teacher education is primarily subject-specific. An examination of data on self-efficacy beliefs is helpful for understanding the qualifications of teachers for interdisciplinary science. Previous measurement instruments for teaching biology, chemistry, physics, and science lack a literature-based, theory-based, or curricular-valid measurement or a systematic obstacle to overcome. Thus, to meet these requirements, this research developed a draft for a new instrument to measure self-efficacy beliefs of interdisciplinary science teaching (SElf-ST). As the theoretical base, the instrument operationalizes a model of pedagogical content knowledge for teaching science and adapts it to self-efficacy beliefs. In a cross-sectional study (N = 114 pre-service and trainee teachers), a ten-factor-solution for self-efficacy beliefs resulted from an exploratory factor analysis (Kaiser–Meyer–Olkin-criterion = 0.858, α = 0.70–0.86). Nine factors are linked to the theoretical model. An additional tenth factor emerged: Teaching Ethically Relevant Issues. Nine factors show low and medium correlations with teaching experience. Eight factors show at least low correlations with self-rated content knowledge in no less than one of the three subjects. In general, science-specific factors show rather low or medium correlations, and generic factors (e.g., Applying Media, and Applying Methods of Evaluation) show low or no correlations. This result is in accordance with the context specificity of self-efficacy beliefs. These results meet most of the research expectations and provide initial indications of the concurrent, curricular, and divergent validity of the SElf-ST instrument. The paper argues for the development of a new, theory-based instrument to measure self-efficacy beliefs of interdisciplinary science teaching.

scholarly journals ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY

2015 ◽  
Vol 14 (2) ◽  
pp. 183-193
Author(s):  
Nail Ilhan ◽  
Zeynel Abidin Yilmaz ◽  
Hülya Dede
Keyword(s):  
Science Teaching ◽  
Educational Research ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Service Science ◽  
Efficacy Belief ◽  
Science Teaching Efficacy

One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.

scholarly journals Investigation of the Self-efficacy Beliefs of Pre-service Science Teachers in Terms of Following and Using the Innovations in the Field of Education

2017 ◽  
Vol 5 (2) ◽  
pp. 21 ◽  
Author(s):  
Hulya Dede ◽  
Zeynel Abidin Yilmaz ◽  
Nail Ilhan
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Efficacy Beliefs ◽  
Service Science ◽  
Survey Method ◽  
Research In Education ◽  
Science Teacher Training ◽  
Faculty Of Education

One of the factors influencing teachers’ and pre-service teachers’ self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in their profession. Secondly, how the innovations in the field of education effect teachers’ science teaching self-efficacy beliefs is examined. Survey method which is one of the quantitative research approaches was used in this study. The sample group of the study consisted of 563 pre-service science teachers enrolled in the Department of Science Teacher Training in the Faculty of Education at six universities in different regions of Turkey. The data in the study were collected using the “Science Teaching Efficacy Belief Instrument (STEBI)” developed by Riggs and Enochs (1990) and “Scale of Following and Using the Innovations in the Field of Education” (SFUIFE) developed by the researchers of this study. The data were analyzed both descriptively and predictively using SPSS. The results of the study showed that the primary resources (search engines such as google, web pages for course materials etc.) have been used and followed less than the secondary resources (conferences, symposiums, panels, workshops, thesis, and scientific articles etc.) by pre-service science teachers. In addition, it was found that following and using social media tools, thesis and scientific articles increase pre-service science teachers’ self-efficacy beliefs of science teaching.

scholarly journals INTEGRATED SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS AND IT’S IMPACT ON THEIR INSTRUCTIONAL PRACTICE

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Collins Owusu-Fordjour ◽  
James Awuni Azure ◽  
Charles Kwesi Koomson
Keyword(s):  
High Schools ◽  
Science Teachers ◽  
Self Efficacy ◽  
Instructional Practice ◽  
Survey Design ◽  
Efficacy Beliefs ◽  
School Level ◽  
High School Level ◽  
Integrated Science ◽  
The Subject

This study investigated the self-efficacy beliefs of Integrated Science Teachers in Senior High Schools and its impact on their instructional practice. The study employed the mixed method approach adopting the descriptive survey design. The study employed the use of questionnaire, interview and observation to collect data from 138 participants. Findings of the study observed that majority of the teachers had the requisite qualification to teach at the senior high school level, not all of them can confidently teach Integrated Science as an integrated whole. Some participants were of the view that since the subject encompass the various branches of science with the three main branches of the natural science dominating, it is imperative that more integrated science specialist are employed to handle the subject as an integrated whole and not in aspects as majority of the schools in the country are doing. Again, it was realised from this study that, teachers confidence level were low whenever they are teaching aspects that are not in their field of study. The study therefore recommends that regular, effective and efficient organisation of science workshops and seminars, continuous discussions about issues relating to the effective teaching of science in Senior High Schools should be held at least once every two years to enable teachers be updated with current practices in education. Again stakeholders of education should institute a scholarship package to enable more teachers to be trained to teach Integrated Science as an integrated whole to boost confidence in students. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0895/a.php" alt="Hit counter" /></p>

Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge

2021 ◽  
pp. 85-102
Author(s):  
Berna Sari ◽  
Seyit Ahmet Kiray
Keyword(s):  
Public Schools ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
The Self ◽  
Science Technology Society ◽  
Service Training ◽  
Multiple Case ◽  
Training Courses

This study aims to determine the self-efficacy of science teachers regarding their content knowledge. The research was conducted using a multiple case study design. Three science teachers working in public schools were selected through purposive sampling. Personal interviews were used to collect the data for the study. The results showed that science teachers’ self-efficacy in physics, chemistry, biology, astronomy, earth sciences, scientific process skills and science-technology-society-environment (STSE) are different. The area where science teachers are weakest in terms of their content knowledge self-efficacy is STSE. Although sustainable development, socio-scientific issues, science and career awareness sub-dimensions in the STSE have taken place in the curriculum, the teachers were not aware of these dimensions. Based on the results, the researchers recommend that in-service training courses be organised to increase the self-efficacy of science teachers on content knowledge.

scholarly journals Investigation of Pre-service Science Teachers’ Self-efficacy Beliefs of Science Teaching

2014 ◽  
Vol 136 ◽  
pp. 501-505 ◽  
Author(s):  
Sakip Kahraman ◽  
Zeynel Abidin Yilmaz ◽  
Ramis Bayrak ◽  
Kubra Gunes
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Service Science
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