Αξιολόγηση των πεποιθήσεων αποτελεσματικότητας εκπαιδευτικών Πρωτοβάθμιας εκπαίδευσης στη διδασκαλία της Φυσικής

PDF
Δημοσιευμένα: Σεπ 13, 2024
DOI: https://doi.org/10.12681/codiste.6977
Λέξεις-κλειδιά:
Φυσική πεποιθήσεις αποτελεσματικότητα
Ιωάννης Βλάχος
Γεώργιος Στύλος
Παιδαγωγικό Τμ΄ήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Ιωαννίωνν
https://orcid.org/0000-0001-8036-8427
Κωνσταντίνος Θ. Κώτσης
Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Ιωαννίνων
Περίληψη

Τα αποτελέσματα διεθνών ερευνών δείχνουν ότι οι εκπαιδευτικοί Π.Ε. δεν έχουν το απαιτούμενο επίπεδο αυτό-αποτελεσματικότητας για να διδάξουν με τον ενδεδειγμένο τρόπο τις Φυσικές Επιστήμες στους μαθητές τους. Στόχος της παρούσας εργασίας είναι η παρουσίαση της έρευνας που πραγματοποιήθηκε σε εκπαιδευτικούς Π.Ε. των τεσσάρων νομών της Ηπείρου σχετικά με τη διερεύνηση της αυτό-αποτελεσματικότητας  στη διδασκαλία της Φυσικής καθώς και της προσδοκίας τους για το αποτέλεσμα. Το ερευνητικό εργαλείο που χρησιμοποιήθηκε (STEBI-B) αξιολογεί δύο διαστάσεις: την προσωπική διδασκαλία στα μαθήματα των Φυσικών Επιστημών (PSTEB) και την προσδοκία για το αποτέλεσμα της διδασκαλίας στις Φ.Ε. (STOE).

Λεπτομέρειες άρθρου
  • Ενότητα
  • ΠΡΟΦΟΡΙΚΕΣ ΑΝΑΚΟΙΝΩΣΕΙΣ
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Avery, L. M., & Meyer, D. Z. (2012). Teaching science as science is practiced: Opportunities and limits for enhancing preservice primary teachers’ self-efficacy for science and science teaching. School Science and Mathematics, 112(7), 395–409.
Ball, J. (2010). Investigating the Relationships between Seventh and Eighth Grade Science Teachers’ Background, Self-efficacy toward Teaching Science as Inquiry, and Attitudes and Beliefs on Classroom Control. Unpublished doctoral dissertation, The University of Montana.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura,A. (1997). Self-efficacy:The exercise of control. NewYork:Freeman.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do.Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903
Cakiroglu, J., Capa-Aydin, Y., & Hoy, A. W. (2012). Science teaching efficacy beliefs. In B. Fraser, K. Tobin, & M. C (Eds.), Second international handbook of science education (pp. 449–461). Springer International Handbooks of Education,Springer.
Ching-Mok, M. M., & Moore, P. J. (2019). Teachers & self-efficacy. Educational Psychology, 39(1), 1–3. https://doi.org/10.1080/01443410.2019.1567070
Deehan, J., Danaia, L., & McKinnon, D. H. (2017). A longitudinal investigation of the science teaching efficacy beliefs and science experiences of a cohort of preservice elementary teachers. International
Denessen, E., Vos, N., Hasselman, F., & Louws, M. (2015). The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology. Education Research International, 1-7.
Dorph, R., Shields, P., Tiffany-Morales, J., Hartry, A., & McCaffrey, T. (2011). High hopes – Few opportunities: The status of elementary science education in California. The Center for the Future of Teaching and Learning at WestEd.
Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science & Mathematics, 90(8), 694–706. https://doi.org/10.1111/j.1949-8594.1990.tb12048.x
Kenny, L. (2010). Preparing pre-service primary teachers to teach primary science: A partnership- based approach. International Journal of Science Education, 32(10), 1267–1288. https://doi.org/10. 1080/09500690902977994
Menon, D., & Sadler, T. D. (2018). Sources of science teaching self-efficacy for preservice elementary teachers in science content courses. International Journal of Science and Mathematics Education, 16(5), 835–855. https://doi.org/10.1007/s10763-017-9813-7
Mintzes, J. J., Marcum, B., Messerschmidt-Yates, C., & Mark, A. (2013). Enhancing self efficacy in elementary science teaching with professional learning communities. Journal of Science Teacher Education, 24(7), 1201–1218. https://doi.org/10.1007/s10972-012-9320-1
Ngman-Wara, E. I. D. (2012). Pre-service secondary school science teachers ́ science teaching efficacy beliefs. African Journal of Educational Studies in Mathematics and Sciences, 10, 91–110. https://www.ajol.info/index.php/ajesms/article/view/91960/81419
Norris, C. M., Morris, J. E., & Lummis, G. W. (2018). Preservice teachers’ self-efficacy to teach primary science based on ‘science learner’ typology. International Journal of Science Education, 40(18), 2292–2308.
Olson, S., & Labov, J. (2009). Nurturing and sustaining effective programs in science education for grades K-8. The national Academies Press.
Palmer, D. (2006 ). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337–353. https://doi.org/10.1007/s11165-005-9007-0
Ramey-Gassert, L., Shroyer, G., & Staver, R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teacher. Science Education, 80(3), 283–315. https://doi.org/10.1002/(SICI)1098-237X(199606)80:3<283::AID-SCE2>3.0.CO;2-A
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education(pp. 102–119). New York: Simon & Schuster Macmillan.
Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy beliefs instrument. Science Education, 74(6), 625–637. https://doi.org/10.1002/sce. 3730740605
Tekkaya, C., Cakiroglu, J., & Ozkan, O. (2002). Turkish pre-service science teachers’ understanding of science and their confidence in teaching it. Journal of Education for Teaching, 30(1), 57–68. https://doi.org/10.1080/0260747032000162316
Turner, S., & Ireson, G. (2010). Fifteen pupils’ positive approach to primary school science: When does it decline? Educational Studies, 36, 119-141
Uzuntiryaki, E. (2008). Exploring the sources of Turkish pre-service chemistry teachers’ chemistry self-efficacy beliefs. Australian Journal of Teacher Education, 33(6), 12–28. https://doi.org/10. 14221/ajte.2008v33n6.2
van Aalderen-Smeets, S. I., Walma van der Molen, J. H., van Hest, E. G. W. C. M., & Poortman, C. (2017). Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry. International Journal of science education, 39(2), 238-256.
Vásquez, C., & Harvey, J. (2010). Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research, 14(4), 421-443.