Primary science teacher confidence revisited: ten years on

Murphy, Colette; Neil, Peter; Beggs, Jim

doi:10.1080/00131880701717289

Cited by 135 publications

(112 citation statements)

References 9 publications

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“…The remaining studies, which did not use the STEBI, had devised their own surveys and questionnaires on self-efficacy (Appleton, 1995;Jarvis & Pell, 2004;Skamp, 1991) or questionnaires on self-confidence (Harlen & Holroyd, 1997;Holroyd & Harlen, 1996;Murphy et al, 2007). Many of the instruments used in these studies were neither validated nor reported reliability measures (Appleton, 1995;Hoslroyd & Harlen, 1996;Skamp, 1991).…”

Section: Self-efficacy As Shown Inmentioning

confidence: 99%

“…Coulson (1992), Mulholland and Wallace (1996), Palmer (2001Palmer ( , 2004Palmer ( , 2006, Skamp (1991), Yates andGoodrum (1990), andYoung (1998). (Total 9) Appleton (1995), Appleton and Kindt (1999), Bleicher (2007), Bursal and Paznokas (2006), Carleton et al (2008), Coulson (1992) Harlen (1997) Harlen and Holroyd (1997), Hartshorne (2008), Harty et al (1991), Holroyd and Harlen (1996), Jarret (1999), Jarvis and Pell (2004), Koballa (1986), McDevitt et al (1993), Murphy et al (2007), Palmer (2001Palmer ( , 2006, Pederson and McCurdy (1992), Ramey-Gassert et al (1996), Scharmann and Orth Hampton (1995), Schoon and Boone (1998), Skamp (1991), Tosun (2000), Wenner (1993Wenner ( , 1995, Yates and Goodrum (1990), and Yilmaz-Tuzun on the attitudes of preservice teachers (Cobern & Loving, 2002;Coulson, 1992;Koballa, 1986;McDevitt, Heikkinen, Alcorn, Ambrosio, & Gardner, 1993;…”

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

“…Table 1, the most frequently investigated component of the construct of primary teachers' professional attitude is self-efficacy. Studies investigating self-efficacy focused on a variety of aspects and effects of self-efficacy, including the following: effect studies of interventions aimed at preservice and inservice teachers (Appleton, 1995;Bleicher, 2007;Carleton et al, 2008;Hartshorne, 2008;Harty et al, 1991;Jarrett, 1999;Jarvis & Pell, 2004;McDevitt et al, 1993;Palmer, 2001Palmer, , 2006Pedersen & McCurdy, 1992;Scharmann & Orth Hampton, 1995;Wenner, 1993Wenner, , 1995, studies on the development of instruments (Coulson, 1992;Yilmaz-Tuzun, 2008), studies investigating the relationship between self-efficacy and science-related knowledge of preservice teachers (Appleton, 1995;Harlen, 1997;Harlen & Holroyd, 1997;Holroyd & Harlen, 1996;Murphy, Neil, & Beggs, 2007;Schoon & Boone, 1998;Tosun, 2000), one study investigating the relationship between anxiety and self-efficacy (Bursal & Paznokas, 2006), studies investigating the difference between preservice teachers and experienced inservice teachers with regard to self-efficacy (Skamp, 1991), studies focusing on the sources of self-efficacy in preservice teachers (Appleton & Kindt, 1999;Palmer, 2001;Ramey-Gassert et al, 1996), one study on the relation between self-efficacy and intention to teach science (Koballa, 1986), and one study focusing on the amount of self-efficacy of primary teachers (Yates & Goodrum, 1990).…”

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

“…The other studies that we categorized as measuring both personal and professional attitude did not explicitly refer to this distinction in the text and do not include any comment or reference to a conceptual distinction within the items used. They used instruments that include items for both personal and professional attitude (as the aforementioned SAS) but did not make a theoretical distinction between the two attitudes, nor did they analyze these separately (Cobern e& Loving, 2002;Coulson, 1992;Hartshorne, 2008;Haury, 1989;Jarret, 1999;Liang & Gabel, 2005;McDevitt et al, 1993;Murphy et al, 2007;Pedersen & McCurdy, 1992;Ramey-Gassert et al, 1996;Yates & Goodrum, 1990).…”

Section: Critical Reflectionsmentioning

confidence: 99%

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Primary teachers' attitudes toward science: A new theoretical framework

2011

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Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical background has led to the use of a multitude of different concepts and measurement instruments. The main goal of this article is to present a new and comprehensive theoretical framework for primary teachers' attitudes toward science. The framework is based on an extensive review of previously used concept definitions of the construct. It is argued that this framework should serve as a necessary conceptual basis for future research and interventions in this domain, as well as for the construction of valid measurement instruments. © 2011 Wiley Periodicals, Inc. Sci Ed 96:158–182, 2012

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Section: Self-efficacy As Shown Inmentioning

confidence: 99%

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

Section: Critical Reflectionsmentioning

confidence: 99%

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Primary teachers' attitudes toward science: A new theoretical framework

2011

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“…Actualmente, parece existir un acuerdo generalizado acerca de que el desarrollo del CDC está ligado a la práctica docente, así como a la reflexión sobre esta (Nilsson, 2008;Acevedo Díaz, 2009). Así, el CDC incluiría tanto las orientaciones hacia la enseñanza de las ciencias como los conocimientos y las creencias del profesorado sobre el currículo de ciencias, la comprensión de los estudiantes acerca de tópicos científicos específicos, la evaluación en ciencias y las estrategias de enseñanza de las ciencias.Con relación a la enseñanza de las ciencias, el profesorado de los niveles elementales presenta una formación en las materias «científicas» muy diversa y sesgada, con numerosas carencias y modelos alternativos sobre determinados temas que dificultan una adecuada construcción de ese CDC (Murphy et al, 2007;Cañal, 2008;Porlán et al, 2010). La preparación de los futuros maestros y maestras en torno a las metodologías de indagación y de aprendizaje centrado en modelos debería ser uno de los principales objetivos de la formación en didáctica de las ciencias (Justí y Gilbert, 2002;Schwarz y Gwekwerere, 2006).…”

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Expectativas, necesidades y oportunidades de los maestros en formación ante la enseñanza de las ciencias en la Educación Primaria.

Gracia¹,

Gómez²,

Hernández³

et al. 2012

ensciencias

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Para citar: Cortés, A.L., Gándara, M. de la, Calvo, J.M., Martínez, M.B., Ibarra, M., Arlegui, J. y Gil, M.J. (2012). Expectativas, necesidades y oportunidades de los maestros en formación ante la enseñan-za de las Ciencias en la Educación Primaria. Enseñanza de las Ciencias, 30 (3), pp. 155-176 EXPECTATIVAS, NECESIDADES Y OPORTUNIDADES DE LOS MAESTROS EN FORMACIÓN ANTE LA ENSEÑANZA DE LAS CIENCIAS EN LA EDUCACIÓN PRIMARIA EXPECTATIONS, NEEDS AND OPPORTUNITIES OF PRE-SERVICE TEACHERS IN VIEW OF SCIENCE TEACHING IN PRIMARY EDUCATIONÁngel Luis Cortés Gracia; Milagros de la Gándara Gómez; José Miguel Calvo Hernández; María Begoña Martínez Peña y María José Gil Quílez Grupo Beagle, Departamento de Didáctica de las Ciencias Experimentales, Universidad de Zaragoza acortes@unizar.es, mgandara@unizar.es, jmcalvo@unizar.es, bpena@unizar.es, quilez@unizar.es Julia Ibarra Murillo, Javier Arlegui de Pablos Departamento de Psicología y Pedagogía, Universidad Pública de Navarra maider@unavarra.es, arleguip@unavarra.es RESUMEN: Este trabajo presenta los resultados del análisis de varias encuestas realizadas en tres momentos clave de la formación de maestros en relación con la didáctica de las ciencias experimentales. Antes de iniciar las asignaturas, las expectativas formativas están fuertemente condicionadas por la visión de la especialidad elegida. Entre las necesidades reales destacan los contenidos teóricos de ciencias, aunque muchos estudiantes señalan también el aprendizaje de estrategias didácticas. Al finalizar las asignaturas, los maestros en formación señalan la importancia de muchos más aspectos de los previstos inicialmente por ellos, dejando al margen los aspectos teóricos de ciencias. Finalmente, tras el prácticum, muchos maestros en formación aseguran que todo lo anterior tiene poca aplicación en el aula y manifiestan las escasas oportunidades que tienen para poner en práctica lo aprendido en la universidad.PALABRAS CLAVE: ciencia escolar, formación de profesores, educación primaria, prácticum, estrategias didácticas.ABSTRACT: This paper presents the results of the analysis of several surveys conducted in three key moments in the training of teachers regarding science education. Before starting the courses, training expectations are heavily influenced by the vision of the chosen specialty. Among the real needs they include the theoretical contents of science, although many students reported their preferences for learning about teaching strategies. Upon completion of the courses, training teachers point out the importance of many more aspects than originally planned, leaving aside the theoretical aspects of science. Finally, after the practicum, many pre-service teachers say that all this has little application in the classroom and show the limited opportunities to implement what they learned in university.KEY WORDS: school science, teachers training, primary education, practicum, teaching strategies. INTRODUCCIÓNActualmente se observa un alto grado de consenso en cuanto a la necesidad de una enseñanza científic...

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Localization of nitric oxide synthase in the central complex and surrounding midbrain neuropils of the locust Schistocerca gregaria

Kurylas

Ott

Schachtner

et al. 2005

J of Comparative Neurology

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Nitric oxide (NO), generated enzymatically by NO synthase (NOS), acts as an important signaling molecule in the nervous systems of vertebrates and invertebrates. In insects, NO has been implicated in development and in various aspects of sensory processing. To understand better the contribution of NO signaling to higher level brain functions, we analyzed the distribution of NOS in the midbrain of a model insect species, the locust Schistocerca gregaria, by using NADPH diaphorase (NADPHd) histochemistry after methanol/formalin fixation; results were validated by NOS immunohistochemistry. NADPHd yielded much higher sensitivity and resolution, but otherwise the two techniques resulted in corresponding labeling patterns throughout the brain, except for intense immunostaining but only weak NADPHd staining in median neurosecretory cells. About 470 neuronal cell bodies in the locust midbrain were NADPHd-positive positive, and nearly all major neuropil centers contained dense, sharply stained arborizations. We report several novel types of NOS-expressing neurons, including small ocellar interneurons and antennal sensory neurons that bypass the antennal lobe. Highly prominent labeling occurred in the central complex, a brain area involved in sky-compass orientation, and was analyzed in detail. Innervation by NOS-expressing fibers was most notable in the central body upper and lower divisions, the lateral accessory lobes, and the noduli. About 170 NADPHd-positive neurons contributed to this innervation, including five classes of tangential neuron, two systems of pontine neuron, and a system of columnar neurons. The results provide new insights into the neurochemical architecture of the central complex and suggest a prominent role for NO signaling in this brain area.

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Primary science teacher confidence revisited: ten years on

Cited by 135 publications

References 9 publications

Primary teachers' attitudes toward science: A new theoretical framework

Primary teachers' attitudes toward science: A new theoretical framework

Expectativas, necesidades y oportunidades de los maestros en formación ante la enseñanza de las ciencias en la Educación Primaria.

Localization of nitric oxide synthase in the central complex and surrounding midbrain neuropils of the locust Schistocerca gregaria

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