The Influences of Socioscientific Issues on General Science Teaching Self-Efficacy

Autor/inn/en	Kinskey, Melanie; Callahan, Brendan E.
Titel	The Influences of Socioscientific Issues on General Science Teaching Self-Efficacy
Quelle	In: Research in Science Education, 52 (2022) 5, S.1451-1465 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kinskey, Melanie) ORCID (Callahan, Brendan E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-021-09991-9
Schlagwörter	Science Instruction; Self Efficacy; Measures (Individuals); Elementary School Teachers; Teacher Education Programs; Teaching Methods; Methods Courses; Preservice Teachers; Student Attitudes; Pedagogical Content Knowledge; Inquiry; Active Learning; Social Sciences + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Messdaten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Schülerverhalten; Pädagogische Kompetenz; Aktives Lernen; Social science; Sozialwissenschaften; Gesellschaftswissenschaften
Abstract	Two common reasons elementary preservice teachers have low self-efficacy with science teaching is their lack of content knowledge and past negative experiences with science teaching or learning. Holding low self-efficacy beliefs has negative impacts on both the method of science instruction and amount of science instruction delivered in the elementary classroom. Many researchers have successfully explored methods for improving elementary preservice teachers' science teaching self-efficacy by providing positive, inquiry-based learning experiences during a science methods course, but the present study explores how to improve elementary preservice teachers' science teaching self-efficacy beliefs by engaging them in socioscientific issues (SSI) during their elementary methods course. Using a mixed methods approach, we collected quantitative with the science teaching efficacy beliefs instrument part B (STEBI-B) and qualitative data through short answer responses focused on understanding their perceptions and confidence with science instruction. Our analysis of the qualitative data focused on identifying the influences for any change that resulted from the STEBI results. Our findings illustrate SSI as a commonly identified reason for positive changes in general science teaching self-efficacy. Implications for utilizing SSI as an approach to combat low science teaching self-efficacy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01