scholarly journals Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education

2021 ◽  
Vol 11 (6) ◽  
pp. 272
Author(s):  
Outi Haatainen ◽  
Jaakko Turkka ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Method ◽  
Survey Study ◽  
Integrated Education ◽  
Integrated Science ◽  
Teachers Perceptions ◽  
Key Factor

To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.

scholarly journals Project-based learning in integrated science education: Active teachers’ perceptions and practices

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Outi Haatainen ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Teaching Method ◽  
Project Based Learning ◽  
Teacher Education Programs ◽  
Integrated Science ◽  
Teachers Perceptions ◽  
Content Understanding ◽  
Pedagogical Competence

Project-based learning (PBL) is a promising teaching method for integrated science education that has gained momentum in educational research and curriculum reforms, especially as a method to enhance 21st century skills and connected worldview. How teachers implement PBL greatly affects students’ content understanding and development of skills. The purpose of this qualitative study is to highlight active teachers’ PBL practices and their perceptions of the advantages and challenges of implementing PBL to better promote the implementation of PBL in teacher education programs and in integrated science education. This study consisted of two parts: (1) a qualitative-led survey and (2) a case study. First, the data for the survey was collected from January to March 2017 through an online reporting form of an international StarT programme. This programme supports the implementation of interdisciplinary and collaborative PBL in science, mathematics and technology education. 244 teachers from early childhood education to upper secondary school participated from 28 countries. Second, 12 PBL units reported by the teachers were chosen for a case study. The teachers exploited PBL practices that were theme- and inquiry-based, collaborative and engaging to students. However, closer inspection revealed variation and defects in the practices particularly in relation to assessment, using reflection and student-centred approach. In addition, teachers reported several challenges relating to the implementation of PBL. The results indicate that teachers see PBL as beneficial but need support with the implementation. Science teachers’ pedagogical competence in PBL could be promoted through collaborative learning in which students, teachers and other participants are learning from each other.

Critical appraisal of health claims: science teachers’ perceptions and practices

2016 ◽  
Vol 116 (5) ◽  
pp. 449-466 ◽  
Author(s):  
Lena Nordheim ◽  
Kjell Sverre Pettersen ◽  
Signe Flottorp ◽  
Esther Hjälmhult
Keyword(s):  
Science Education ◽  
Health Education ◽  
Science Teachers ◽  
Critical Appraisal ◽  
Comparative Method ◽  
Health Claims ◽  
Main Theme ◽  
Content Type ◽  
Teachers Perceptions ◽  
Critical Appraisal Skills

Purpose – Critical appraisal skills are necessary to navigate the numerous contradictory and pseudo-scientific claims in the popular media. Health and science education in schools is essential for promoting these skills in students. The purpose of this paper is to explore lower secondary school science teachers’ perceptions and reported practices related to teaching critical appraisal of health claims. Design/methodology/approach – Interpretive description strategy guided the study process. A purposeful sample of 25 Norwegian teachers was interviewed individually or in groups. Interviews were analysed using the constant comparative method. Findings – One main theme, “unexploited opportunities for teaching critical appraisal”, and three sub-themes were identified: “inattentive to the relevance of critical appraisal”, “prioritise facts over critical appraisal”, “limited competency in critical appraisal”. Teachers’ descriptions of science sessions devoted to health education uncovered important opportunities for teaching critical appraisal of health claims. However, teachers did not appear to seize opportunities because they seemed inattentive to the relevance of teaching critical appraisal, they reported to prioritise teaching health content knowledge, and teachers themselves revealed limited expertise in assessing health claims critically. Practical implications – The findings suggest that science teachers need support to take better advantage of the links between health and science education to enhance students’ critical appraisal skills. Originality/value – This study adds depth to the understanding of issues and challenges faced by science teachers regarding critical appraisal of health claims, which is an important aspect of health education schools.

scholarly journals The Relationship Between U.S. High School Science Teacher’s Self-Efficacy, Professional Development, and Use of Technology in Classrooms

2021 ◽  
Vol 4 (1) ◽  
pp. 45-62
Author(s):  
Zahrah Hussain Aljuzayri ◽  
Keyword(s):  
Professional Development ◽  
High School ◽  
Science Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
School Science ◽  
High School Science ◽  
Use Of Technology ◽  
High School Science Teachers ◽  
The Relationship

There have been a limited number studies that examined the relationship between professional development (PD) and self-efficacy with technology tool use, specifically concerning high school science teachers. The main goal of this quantitative study was to identify any specific correlations between science teacher self-efficacy and the professional development science teachers received for those specific classroom technologies. Participants were comprised of a randomized sample set of high school science teachers throughout 46 different US States.The data was collected by using an online survey via the Qualtrics survey platform. The survey was sent to 3000 science instructors and 104 in total completed it. The results suggest that science teachers’ efficacy was high with course management systems and student wireless or digital devices, but not for social networking/media. There was no significant connection between technological self-efficacy and PD for related technology tools. However, it is possible that science teachers are already highly efficacious in terms of technology, and observational studies are recommended to see when and how teachers actually use technology in their classrooms.

scholarly journals DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP

2020 ◽  
Vol 19 (4) ◽  
pp. 659-674
Author(s):  
Ana Valdmann ◽  
Jack Holbrook ◽  
Miia Rannikmäe
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Structured Interviews ◽  
Sense Of Ownership

This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers’ self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self–efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories. Keywords: phenomenographic analysis, self-efficacy, teacher ownership, teacher ownership categories.

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>

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