Putting Theory into Practice: An Examination of Preservice Teachers’ Beliefs about Teaching Science

Abstract

Given the widening achievement gap for minorities in science, there is a critical need to increase the numbers of highly qualified teachers from underrepresented groups to nurture the nation's diverse populations. Therefore, Virginia State University's College of Education designed field-based experiences incorporating applied knowledge, practices, and hands-on learning by exposing preservice teachers to the application of science concepts. To measure preservice teacher self-efficacy, the Teaching Science as Inquiry instrument was administered at the beginning and end of the semester in which preservice teachers participated in field-based experiences. Significant results were found in areas relating to the constructs of personal self-efficacy (creating explanations from data, construct explanations from observations, and confidence in their skills to obtain scientific evidence) and outcome expectancy (defend newly acquired knowledge, make results of investigations public, and creating investigations for students). Significant improvement in some self-ratings suggests preservice teachers were successful in incorporating applied knowledge and hands-on learning experiences. The study's broader impact is that minority elementary preservice teachers, who are likely to teach minority children, are better prepared to face the challenges of teaching science. Ultimately, this will contribute to the "grade school to grad school" pipeline to increase the number of minority students who pursue science careers.

The Role of Knowledge and Epistemological Beliefs in Chemistry Teachers STEM Professional Development and Instructional Practices: Examination of STEM-Integrated Classrooms

“…However, perception, intention or attitude does not mean the same as observed instructional practices. While the goal of recent SPDP is to enhance teachers' knowledge of STEM instructional practices, translation of this knowledge acquired to actual instructional practices can be hindered by negative beliefs (Walker et al, 2017).…”

“…Self-efficacy is one of the most widely explored beliefs in the literature, with multiple empirical studies attesting to its favorable association with teacher knowledge, attitude, and practice (Acharya, 2019;Gardner et al, 2019;Walker et al, 2017;Wang et al, 2011). Epistemological beliefs are another sort of belief that has received little attention among in-service teachers.…”