A Study of Pre-service Teachers’ Science Teaching Efficacy Beliefs During the Elementary Science Laboratory Course

Abstract

The purpose of this study was to investigate effects of the teaching science laboratory course on pre-service teachers' selfefficacy beliefs about science teaching. Seventy-two pre-service teachers enrolled in two sections of the course from two different departments, elementary and gifted education at a large urban university in Turkey participated in the study. The Turkish version of Science Teaching Efficacy Beliefs Instrument (Hazir-Bikmaz, 2004) was administered twice to the participants at the beginning of the course and at the end of the course. Results indicated that overall pre-service teachers' selfefficacy beliefs significantly increased during the course. Although pre-service teachers' personal teaching efficacy beliefs significantly increased, their outcome expectancy beliefs did not change.

Preservice Teachers’ Self-Efficacy in the Teaching of Science at Basic Schools in Ghana

“…The result is in support of the findings of some studies that found difference in science teaching efficacy based on gender (Riggs, 1991;Riggs and Enochs 1990). However, the result is a direct contradiction of several studies that found no significant effect on the self -efficacy of teachers in terms of their gender (Mulholland et al, 2004;Savasci-Acikalin, 2014;Uzen et al 2010). Riggs (1991) has attributed the higher efficacy of male teachers in science teaching to the higher expectation placed on them as they are mostly assigned the role of science coordinators which may could lead to the male teachers believing in themselves as expert science teachers.…”

Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration

“…Some studies report significant changes in both PSTE and STOE; while other studies show significant changes in one area but not the other. For instance, a study conducted in Northwest Turkey investigated changes in perceptions of science teaching self-efficacy through pre-and post-administration of the STEBI-B among seventy-two preservice elementary teachers enrolled in an elementary science teaching methods course [40]. Findings indicated the number of science courses taken and high school science experiences had a significant effect on pre-service teachers' science teaching efficacy (PSTE), yet these factors did not significantly change preservice teachers' STOE throughout the science teaching methods course.…”

“…To increase self-efficacy, it is recommended that PSTs participate in intentionally designed learning opportunities to grow their STEM content knowledge and to model developmentally appropriate pedagogy [40,41,44,45]. When educators participate in the very same hands-on, engaging learning experiences and practices recommended for young children, it can positively impact pre-existing anxiety and/or attitudes about STEM [46].…”

Examining pre‐service elementary educators' perceptions of teaching science when integrated with poetry

“…The Science Teaching Efficacy Belief Instrument (STEBI‐B) (Enochs & Riggs, 1990) has been used to investigate PSTs' efficacy and found professional competence and increased teacher performance to be linked to efficacy (Savasci‐Acikalin, 2014). Utilizing the STEBI‐B, Yoon and Kim (2017) discovered that allowing elementary PSTs to create their own song lyrics in developing a science song helped increase their confidence related to science content.…”