The Impact Of Science Methods Courses On Preservice Elementary Teachers’ Science Teaching Self-Efficacy Beliefs: Case Studies From Turkey And The United States
9786057523679
2021
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Four case studies in two American and two Turkish science methods classrooms
were conducted to investigate the changes in preservice elementary teachers’ personal
science teaching efficacy (PSTE) beliefs during their course periods. The findings
indicated that while Turkish preservice elementary teachers (TR sample) started the
science methods course semester with higher PSTE than their American peers (US
sample), due to a significant increase in the US sample’s and an insignificant decline in
the TR sample’s PSTE scores, both groups completed the science methods course with
similar PSTE levels.
Consistent with Bandura’s social cognitive theory, describing four major
sources of self-efficacy, the inclusion of mastery experiences (inquiry activities and
elementary school micro-teaching experiences) and vicarious experiences (observation
of course instructor and supervisor elementary teacher) into the science methods course,
providing positive social persuasion (positive appraisal from the instructor and
classmates), and improving physiological states (reduced science anxiety and positive
attitudes toward becoming elementary school teachers), were found to contribute to the
significant enhancement of the US sample’s PSTE beliefs.
For the TR sample, although some of the above sources were present, the lack
of student teaching experiences and inservice teacher observations, as well as the TR
samples’ negative attitudes toward becoming elementary school teachers and a lack of
positive classroom support were found to make Turkish preservice teachers rely mostly
on their mastery in science concepts, and therefore resulted in not benefiting from their
science methods course, in terms of enhancing their PSTE beliefs. Calls for reforms in
the Turkish education system that will include more mastery experiences in the science
methods courses and provide more flexibility for students to choose their high school
majors and college programs, and switch between them are made.
In addition to the mastery experiences contributing to the PSTE beliefs, this
study reported that preservice elementary teachers’ unawareness of their science
misconceptions also results in enhancing their self-efficacy, which is troublesome.
Revisions in science content courses to employ inquiry activities, designed for
addressing and correcting students’ misconceptions, are recommended to overcome
teacher candidates’ lack of science competency and negative attitudes toward science.
- Prof. Dr. Murat Bursal
- 9786057523679
- Vizetek Yayıncılık
- 2021
- Eğitim
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