Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge
Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge
复制标题
DOI：
10.1007/s10972-016-9479-y
复制
发表时间：
2016-01-01
影响因子：
1.9
通讯作者：
Sadler, Troy D.
中科院分区：
文献类型：
--
作者：
Menon, Deepika;Sadler, Troy D.
与教师动机和表现相关的自我效能信念一直是职前教师教育关注的一个重要领域。研究表明，高质量的科学课程有可能塑造职前教师的科学自我效能信念。然而，很少有研究探讨科学自我效能信念与科学内容知识之间的关系。这项混合方法研究的目的是调查职前教师科学自我效能信念和科学内容知识的变化，以及这两个变量在专业科学内容课程中共同发展时之间的关系。科学教学效能信念工具-B（Bleicher，2004）的课前和课后管理结果和物理科学概念测试以及半结构化访谈、课堂观察和文物作为该研究的数据源。 18 名参与者分属三组，分别代表低、中、高自我效能信念的初始水平。使用重复测量方差设计的多变量分析来测试随时间变化的调查前和调查后差异的显着性。结果表明，参与者的科学自我效能信念和科学概念理解有统计学上的显着提高。此外，还发现科学概念理解的增益与个人科学教学效能信念的增益之间存在正向调节关系。对参与者反应的定性分析表明，他们的科学教师自我形象发生了积极的转变，他们将自己在课程中的经历视为科学教学信心新水平的源泉。该研究包括对职前教师教育计划、科学教师教育和研究的影响。
Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.