scholarly journals Analysis of the Factors Influencing of Pre-service Science Teacher in Conceptualization of STEM Education: Self-Efficacy and Content Knowledge

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 225-230
Author(s):  
Pramudya Dwi Aristya Putra ◽  
Nur Ahmad ◽  
Sri Wahyuni ◽  
Erlia Narulita
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Stem Education ◽  
Physics Education ◽  
Self Efficacy ◽  
Biology Education ◽  
Service Science ◽  
Survey Method ◽  
Science Content ◽  
Science Content Knowledge

This research investigates the factors that influence pre-service science teachers' conceptualization of STEM education. The factors involved STEM self-efficacy, STEM anxiety, science content knowledge, and mathematics content knowledge. The survey method was utilized in this research to collect a huge number of respondents at one time. The participants were 604 pre-service science teachers in Indonesia with different backgrounds (physics Education, biology education, chemistry education, Ingrate of Science education, and primary school education). The instruments were developed and share with participants using a google form to avoid the items that the participant did not fill in. The data analyzed using STEM showed that science content knowledge, STEM self-efficacy, and STEM anxiety were influencing the conceptualization of STEM education. This research suggested that to improve the quality of STEM education in the classroom. Pre-service science teachers should understand the concept of the content taught

scholarly journals Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher

2021 ◽  
Vol 17 (3) ◽  
pp. 277-292
Author(s):  
Thomas Frågåt ◽  
Ellen K. Henriksen ◽  
Cathrine W. Tellefsen
Keyword(s):  
Science Teacher ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Service Science ◽  
Science Content ◽  
Science Content Knowledge ◽  
Physics Teachers ◽  
Knowledge And Skills

Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, followed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensus Model of PCK), we found that all respondent groups emphasised science content knowledge as important. In-service teachers also often described external factors such as working conditions. First-year pre-service teachers put more emphasis on pedagogical skills and personality traits, whereas final-year pre-service teachers expressed a more integrated view of science teacher knowledge and skills. Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving pre- and in-service teachers arenas for professional development and for research-based discussions of teaching and learning.

Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning

2012 ◽  
Vol 59 (2) ◽  
pp. 497-504 ◽  
Author(s):  
Angela Meluso ◽  
Meixun Zheng ◽  
Hiller A. Spires ◽  
James Lester
Keyword(s):  
Content Knowledge ◽  
Self Efficacy ◽  
Science Content ◽  
Game Based Learning ◽  
Science Content Knowledge

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 The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

2018 ◽  
Vol 10 (1) ◽  
pp. 70 ◽  
Author(s):  
Belgin Wright ◽  
Devrim Akgunduz
Keyword(s):  
Web 2.0 ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Study Group ◽  
Pedagogical Content ◽  
Efficacy Belief

The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.

scholarly journals The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

2018 ◽  
Vol 10 (1) ◽  
pp. 52-69 ◽  
Author(s):  
Belgin Wright ◽  
Devrim Akgunduz
Keyword(s):  
Web 2.0 ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Study Group ◽  
Pedagogical Content ◽  
Efficacy Belief

AbstractThe purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels ofpre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has beenconducted on a study group consisting of 344 final year pre-service science teachers at six different state universities inTurkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situationsurvey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysedwith the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and aTamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels andthe variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), selfefficacybeliefs, Web 2.0 applications.

The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

2018 ◽  
Vol 10 (1) ◽  
pp. 52-69
Author(s):  
Belgin Wright ◽  
Devrim Akgunduz
Keyword(s):  
Web 2.0 ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Study Group ◽  
Pedagogical Content ◽  
Efficacy Belief

AbstractThe purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), self-efficacy beliefs, Web 2.0 applications.

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