Investigation of the relationship between pre-service science teachers’ perceived self-efficacy in science teaching and disposition toward reflective thinking

Sağır, Şafak Uluçınar; Aslan, Oktay; Bertiz, Harun; Armağan, Fulya Öner

doi:10.30935/scimath/9474

Cited by 7 publications

(1 citation statement)

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“…According to Arı and Sadi (2019), self-efficacy refers to one’s belief in one’s ability to complete a task in a specific situation. Similarly, Oner Armagan et al (2016) defined self-efficacy as a person’s assessment of his or her own competence to carry out events and complete a task successfully. Operationally, self-efficacy is individuals’ judgments of their capabilities as a result of the reciprocal interplay of cognition, behavior, and environment.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics

2023

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This study determined the efficacies of cognitive conflict and 5E instructional models on students’ conceptual change achievement and self-efficacy in particulate nature of matter concepts in physics. In this study, non-equivalent groups quasi-experimental design was used. A sample of 195 senior secondary school year 1 students (SSI) with an average age of ( M = 14.64, SD = 3.34) was used. Particulate Nature of Matter Conceptual Change Test (PNMCCT), and Particulate Nature of Matter Self-Efficacy Scale (PNMSES) were used to collect data. The SES was adapted and consists of 30 items of four-point Likert-type. A trial test was done on 20 SS1 physics students using the validated instrument. The estimate of internal consistency of .86 and a temporal stability of .99 were obtained for PNMCCT while an estimate of internal consistency of .71 was obtained for PNMSES. Before treatment, the initial conceptual change achievement and self-efficacy of the subjects were established using PNMCCT and PNMSES. After the treatment, the PNMCCT and PNMSES instruments were administered to the subjects as a posttest. Mean was used to answer the research questions while analysis of covariance was used to test the hypotheses at a 5% level of significance. The result showed that students’ conceptual change achievement and self-efficacy were significantly enhanced after exposure to 5E instructional treatment than that of cognitive conflict. Thus, it was recommended that the 5E instructional model should be adopted by physics teachers for the effective improvement of physics students’ self-efficacy in schools.

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Section: Introductionmentioning

confidence: 99%

Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics

2023

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Defragmenting students’ reflective thinking levels for mathematical problem solving: does it work?

Kholid,

Santosa,

Toh

et al. 2024

Reflective Practice

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Reflective thinking on thermodynamic learning based collaborative problem solving

Sinensis

Firman

Hamidah

et al. 2020

J. Phys.: Conf. Ser.

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This study aims to improve the ability of reflective thinking through collaborative problem solving based on thermodynamic learning. The method used is descriptive quantitative analysis, a sample of 16 prospective physics teacher students who are following thermodynamic learning. The instrument used in this study uses a modified Kember reflective level scale. This research was conducted for 3 meetings but began by holding a pre-test to see the improvement of students’ reflective thinking skills from the beginning to the 3rd meeting, the learning model used was collaborative problem solving. The results showed that reflective thinking ability increased at Reflection and Critical Reflection levels while in habitual action and understanding did not increase. This shows that through the application of collaborative problem solving models in thermodynamic learning can improve the ability of reflective thinking students of physics teacher candidates on high-level thinking.

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Investigation of the relationship between pre-service science teachers’ perceived self-efficacy in science teaching and disposition toward reflective thinking

Cited by 7 publications

References 0 publications

Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics

Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics

Defragmenting students’ reflective thinking levels for mathematical problem solving: does it work?

Reflective thinking on thermodynamic learning based collaborative problem solving

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