Abstract
The purpose of this research was to ascertain the impact of prior science course experience and achievement on the science teaching self-efficacy of preservice teachers. The Science Teaching Efficacy Belief Instrument—Form B (Enochs & Riggs, 1990) was administered as a pre- and posttest. The outcome expectancy scale data revealed no significant differences between the low-group pretest and the low-group posttest nor between the high-group pretest and the high-group posttest. The results suggest that prior science course experience and achievement have little impact on the belief systems of future teachers of science.
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Tosun, T. The impact of prior science course experience and achievement on the science teaching self-efficacy of preservice elementary teachers. J Elem Sci Edu 12, 21–31 (2000). https://doi.org/10.1007/BF03173597
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DOI: https://doi.org/10.1007/BF03173597