The interrelationship of science experiences, beliefs, attitudes, and self-efficacy: A case study of a pre-service teacher with positive science attitude and high science teaching self-efficacy
Journal Title: European Journal of Science and Mathematics Education - Year 2013, Vol 1, Issue 3
Abstract
This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self?efficacy of an elementary pre?service teacher, Heather, with extremely positive attitude and high selfefficacy. For this particular population of pre?service teachers, possessing a high science teaching self?efficacy alone is not sufficient to assume reform?based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self?efficacy before and after the course. Initially, Heather’s attitude and self?efficacy with respect to science and science teaching were closely interrelated and a product of her own intrinsic interest in science and her unique K?12 experiences. Her beliefs appeared to have been shaped by both her actual science experiences and what she had witnessed in the classrooms. Heather’s course experiences shaped her post beliefs about science and science teaching, which consequently altered her attitude and confidence.
Authors and Affiliations
Mahsa Kazempour| Elementary Education, Penn State University Berks Campus, Reading/PA, U.S.A. For correspondence: muk30@psu.edu
Keywords
Related Articles
- EP ID EP8024
- DOI -
- Views 523
- Downloads 31
Perceived teacher factors in relation to students’ achievementrelated outcomes in science classrooms in elementary school
The purpose of the current study was to investigate the roles that perceived teacher affective support (PTAS), perceived teacher mastery goal orientation (PTMGO), academic emotions, self?efficacy and behavioural engageme...
Geometric error analysis in applied calculus problem solving
The paper investigates geometric errors students made as they tried to use their basic geometric knowledge in the solution of the Applied Calculus Optimization Problem (ACOP). Inaccuracies related to the drawing of geome...
The relation between mathematical object/mathematical name: Conceptual changes between designation, description, denomination and definition
The actions of designation, description, denotation, denomination and definition are crucial in the didactic activity in the classroom (D'Amore and Fandiño Pinilla, 2012) since they embody different interplays between ob...
Adaptation of conceptions of learning science questionnaire into Turkish and science teacher candidates’ conceptions of learning science
The purposes of this study were to (1) adapt an instrument ‚The Conceptions of Learning Science (COLS) questionnaire? into Turkish, and (2) to determine Turkish science teacher candidates’ COLS. Adapting the instrument f...
A collaborative endeavour between mathematics and science educators: focus on the use of percent in chemistry
This paper is the outcome of a collaborative endeavour between mathematics and science educators where the insight from each field mutually informed one another. Specifically, building on the knowledge base from mathemat...