Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics

2021 ◽  
Vol 11 (10) ◽  
pp. 629
Author(s):  
Dagmar Hilfert-Rüppell ◽  
Monique Meier ◽  
Daniel Horn ◽  
Kerstin Höner
Keyword(s):  
Teacher Training ◽  
Self Efficacy ◽  
Scientific Reasoning ◽  
Procedural Knowledge ◽  
Theoretical Background ◽  
Response Format ◽  
School Students ◽  
Student Difficulties ◽  
Domain Specific ◽  
Efficacy Expectations

Understanding and knowledge of scientific reasoning skills is a key ability of pre-service teachers. In a written survey (open response format), biology and chemistry pre-service teachers (n = 51) from two German universities claimed central decisions or actions school students have to perform in scientific reasoning in the open inquiry instruction of an experiment. The participants’ answers were assessed in a quality content analysis using a rubric system generated from a theoretical background. Instruments in a closed response format were used to measure attitudes towards the importance of diagnostics in teacher training and the domain-specific expectations of self-efficacy. The pre-service teacher lacked pedagogical (didactics) content knowledge about potential student difficulties and also exhibited a low level of content methodological (procedural) knowledge. There was no correlation between the knowledge of student difficulties and the approach to experimenting with expectations of self-efficacy for diagnosing student abilities regarding scientific reasoning. Self-efficacy expectations concerning their own abilities to successfully cope with general and experimental diagnostic activities were significantly lower than the attitude towards the importance of diagnostics in teacher training. The results are discussed with regard to practical implications as they imply that scientific reasoning should be promoted in university courses, emphasising the importance of understanding the science-specific procedures (knowing how) and epistemic constructs in scientific reasoning (knowing why).

Analyzing Peer Pressure and Self-Efficacy Expectations Among Adolescents

2012 ◽  
Vol 40 (8) ◽  
pp. 1301-1309 ◽  
Author(s):  
Binnaz Kiran-Esen
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Peer Pressure ◽  
School Students ◽  
Social And Emotional ◽  
Efficacy Expectation ◽  
Efficacy Expectations ◽  
Pressure Scale ◽  
The Relationship ◽  
Academic Self Efficacy

The relationship between levels of peer pressure and self-efficacy expectations among adolescents was examined. The data were obtained from 546 high school students using the Self-efficacy Expectation Scale, developed by Muris (2001) and adapted into Turkish by Celikkaleli, Gündogdu, and Kıran-Esen (2006), and the Peer Pressure Scale (Kıran-Esen, 2003b). Although the findings showed significantly negative relationships between peer pressure and general and academic self-efficacy expectations in these adolescents, no relationships were found between peer pressure and social and emotional self-efficacy expectations. Moreover, general and academic self-efficacy expectations were higher in adolescents who were experiencing low levels of peer pressure than in adolescents with moderate and high levels of general and academic self-efficacy. However, no significant differences were observed in terms of social and emotional self-efficacy expectations.

scholarly journals UPPER-SECONDARY SCHOOL STUDENTS’ APPROACHES TO SCIENCE EXPERIMENTS IN AN EXAMINATION DRIVEN CURRICULUM CONTEXT

2020 ◽  
Vol 19 (4) ◽  
pp. 523-535
Author(s):  
Tamirirofa Chirikure
Keyword(s):  
Secondary School ◽  
Scientific Reasoning ◽  
Secondary School Students ◽  
Procedural Knowledge ◽  
Upper Secondary School ◽  
Iterative Approach ◽  
School Students ◽  
Linear Approach ◽  
Upper Secondary ◽  
Teaching Learning

This research explored upper-secondary school students’ approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students’ scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students’ approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students’ scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments. Keywords: science experiments, divergent approach, iterative approach, linear approach, mixed methods.

Mathematical Self-Efficacy Gender Differences In Gifted/Talented Adolescents

1995 ◽  
Vol 39 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Michael E. Junge ◽  
Beverly J. Dretzke
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Self Efficacy ◽  
College Courses ◽  
School Students ◽  
Mathematics Problems ◽  
Efficacy Expectations ◽  
Number Sequences ◽  
Degree Of Confidence ◽  
And Mathematics

Gifted/talented high school students completed the Mathematical Self-Efficacy Scale, an instrument developed by Betz and Hackett (1983). Items in the scale asked the students to indicate their degree of confidence regarding successful completion of everyday mathematics tasks, number sequences, mathematics-based college courses, and mathematics problems. The mean self-efficacy ratings given on the items were analyzed for significant gender differences. Results indicated that mates had stronger self-efficacy expectations than females on more than one fourth of the items, whereas females reported stronger self-efficacy expectations on only a few items that involved stereotypical female activities. Implications of the findings for the process of educational decision making are discussed.

scholarly journals An investigation of social self-efficacy expectations and assertiveness in multi-program high school students

2009 ◽  
Vol 1 (1) ◽  
pp. 623-629 ◽  
Author(s):  
Şenay Koparan ◽  
Füsun Öztürk ◽  
Rüçhan Özkılıç ◽  
Yalçın Şenışık
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Social Self ◽  
School Students ◽  
Efficacy Expectations

scholarly journals PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF

2021 ◽  
Vol 20 (4) ◽  
pp. 677-690
Author(s):  
Shao-Na Zhou ◽  
Lu-Chang Chen ◽  
Shao-Rui Xu ◽  
Chu-Ting Lu ◽  
Qiu-ye Li ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Self ◽  
Primary Students ◽  
School Students ◽  
Engineering Technology ◽  
Expectancy Value ◽  
Domain Specific ◽  
Grade Levels ◽  
Science Domain

Most studies have concentrated in assessing students’ overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students’ gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group. Keywords: expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes

scholarly journals DEVELOPMENT OF CHEMISTRY LABORATORY SELF-EFFICACY BELIEFS SCALE

2016 ◽  
Vol 15 (3) ◽  
pp. 350-359
Author(s):  
Fatma Alkan
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Self Efficacy ◽  
Laboratory Data ◽  
Efficacy Beliefs ◽  
Chemistry Laboratory ◽  
School Students ◽  
Domain Specific ◽  
Affective Variables

Chemistry self-efficacy beliefs have been defined as someone’s beliefs about his or her own capability to perform a given chemistry task. These beliefs, one of the affective variables in the laboratory practices which are quite effective for learning science, affect individuals’ accomplishment, motivation and anxiety. Self-efficacy is task and domain specific. Therefore, self-efficacy beliefs gathered through chemistry self-efficacy scales cannot be accepted as a predictor of chemistry laboratory self-efficacy beliefs. In this research, an instrument, Chemistry Laboratory Self-Efficacy Beliefs Scale, was developed in order to determine students’ self-efficacy beliefs toward chemistry laboratory. Data were collected from 1095 high school students. Validity analysis was examined with Exploratory Factor Analysis, then Confirmatory Factor Analysis was made. The factor analysis revealed 2 factors: psychomotor self-efficacy and cognitive self-efficacy. The reliability analysis was computed with Cronbach alpha coefficient, for the whole instrument it was 0.885. The analyses resulted in the development of a two-factor scale of 14 items that was shown to be valid and reliable. At the same time, this instrument is also the first original instrument developed for determining the students’ self-efficacy beliefs toward chemistry laboratory. Key words: chemistry laboratory, high school students, self-efficacy beliefs.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

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