Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-Based Measurement

Abstract

Interdisciplinary science teaching is an issue in various countries. One example in Europe is Germany, especially regarding comprehensive schools. At the same time, German teacher education is primarily subject-specific. An examination of data on self-efficacy beliefs is helpful for understanding the qualifications of teachers for interdisciplinary science. Previous measurement instruments for teaching biology, chemistry, physics, and science lack a literature-based, theory-based, or curricular-valid measurement or a systematic obstacle to overcome. Thus, to meet these requirements, this research developed a draft for a new instrument to measure self-efficacy beliefs of interdisciplinary science teaching (SElf-ST). As the theoretical base, the instrument operationalizes a model of pedagogical content knowledge for teaching science and adapts it to self-efficacy beliefs. In a cross-sectional study (N = 114 pre-service and trainee teachers), a ten-factor-solution for self-efficacy beliefs resulted from an exploratory factor analysis (Kaiser–Meyer–Olkin-criterion = 0.858, α = 0.70–0.86). Nine factors are linked to the theoretical model. An additional tenth factor emerged: Teaching Ethically Relevant Issues. Nine factors show low and medium correlations with teaching experience. Eight factors show at least low correlations with self-rated content knowledge in no less than one of the three subjects. In general, science-specific factors show rather low or medium correlations, and generic factors (e.g., Applying Media, and Applying Methods of Evaluation) show low or no correlations. This result is in accordance with the context specificity of self-efficacy beliefs. These results meet most of the research expectations and provide initial indications of the concurrent, curricular, and divergent validity of the SElf-ST instrument. The paper argues for the development of a new, theory-based instrument to measure self-efficacy beliefs of interdisciplinary science teaching.

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

“…Selfefficacy correlates with academic performance [110,111], task persistence, motivation [112], and resilience in academic contexts [113]. Self-efficacy varies depending on the situation and therefore needs to be considered or captured in a domain-and context-specific manner [114]. Students' self-efficacy in science education has been studied in the science subjects of mathematics [115][116][117][118], physics [117], and chemistry [118,119].…”

“…Kurbanoglu and Akim [121], meanwhile, show that low self-efficacy expectancy regarding the subject of chemistry predicts chemistry laboratory anxiety and has a negative effect on freshmen's attitudes toward chemistry. In biology, there have been very few studies on self-efficacy (compare [114,122,124]). The findings of Mahler, Großschedl, and Harms [124] indicate that teacher education in college, attending professional development courses, and self-study provide learning opportunities to promote self-efficacy and enthusiasm for teaching.…”

Überzeugungen von Lehrkräften zum Lehren und Lernen von Fachinhalten und Fachmethoden und deren Beziehung zu unterrichtsnahem Handeln

“…verschiedener Ziele erfasst und einen Vergleich für die Bereiche Fachinhalte und Fachmethoden ermöglichen, legen nahe, dass sich sowohl sach-als auch selbstbezogene Überzeugungen von Lehrkräften bzgl. verschiedener Ziele unterscheiden (Handtke & Bögeholz, 2019;Welzel et al, 1998). Die vorhandenen Studien deuten darüber hinaus daraufhin, dass die Unterscheidung verschiedener Karrierephasen (angehende und erfahrene Lehrkräfte) und unterschiedlicher naturwissenschaftlicher Fächer (Biologie-, Chemie-und Physiklehrkräfte) beim Untersuchen von bereichsspezifischen Überzeugungen von Lehrkräften wichtig sein könnte (z.…”

Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15–17 in England

“…Similarly, the interdisciplinary, problem-based pedagogy utilised in epistemically insightful approaches can be seen in recent research on the importance of including controversial socio-scientific issues in science education (Bayram-Jacobs et al 2019 ). Epistemic insight also interacts with parallel developments in science education research concerned with the preparation of science teachers to work across disciplinary boundaries (Handtke and Bögeholz 2019 ) and how the epistemology of science is framed in science education (Papadouris and Constantinou 2017 ).…”