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Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

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Abstract

This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors (n = 71) and elementary education majors (n = 262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers’ conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups.

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Acknowledgement

This study is funded by Çukurova University Academic Research Projects Unit. The funded project title is Factors Affecting Science Teaching Self-efficacy Beliefs of Preservice Elementary Teachers. I hereby thank this unit for its valuable financial support.

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Authors and Affiliations

  1. Ilkogretim Bolumu, Fen Bilgisi Ogretmenligi Anabilim Dalı, Egitim Fakultesi, Çukurova Üniversitesi, Balcalı, 01330, Adana, Turkey

    Özgecan Taştan Kırık

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Correspondence to Özgecan Taştan Kırık.

Appendices

Appendix

Example items from ABCC Inventory

Instructional Management Subscale

I believe the teacher should direct the students’ transition from one learning activity to another.

I believe that students need direction in how to work together.

I specify a set time for each learning activity and try to stay within my plans.

I believe class rules are important because they shape the student’s behaviour and development.

People Management Subscale

I believe students should create their own daily routines as this fosters the development of responsibility.*

I believe students will be successful in school if allowed the freedom to pursue their own interests. *

When moving from one learning activity to another, I will allow students to progress at their own rate.*

Students in my classroom are free to use any materials they wish during the learning process.*

*Scoring reversed for these items

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Taştan Kırık, Ö. Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential. Res Sci Educ 43, 2497–2515 (2013). https://doi.org/10.1007/s11165-013-9357-y

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