Investigation of Pre-service Primary Teachers' Self-Efficacy Beliefs towards Inquiry-Based Science Teaching and Learning
Published:
Apr 6, 2025
Keywords:
Self-efficacy inquiry-based Science teaching and learning pre-service teachers beliefs TSI
Abstract
The purpose of the present study is the investigation of pre-service elementary teachers’ self-efficacy beliefs towards inquiry-based Science teaching and learning. The Teaching Science as Inquiry (TSI) instrument was utilized for the measurement of 175 prospective teachers’ beliefs. Secondarily, correlation analyses according to gender and year of study were executed. As it was translated to the greek language, TSI’s internal reliability, and construct and content validity were assessed. Findings indicate relatively high levels of teaching self-efficacy but statistically insignificant deviations for each variable.
Article Details
- Section
- 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., & Tuan, H.-I. (2004). Inquiry in Science Education: International Perspectives. Science Education, 88(3), 397–419. https://doi.org/10.1002/sce.10118
Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215. https://psycnet.apa.org/doi/10.1037/0033-295X.84.2.191
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall. https://psycnet.apa.org/record/1985-98423-000
Constantinou, C. P., Tsivitanidou, O. E., & Rybska, E. (2018). What Is Inquiry-Based Science Teaching and Learning? In O. E. Tsivitanidou, P. Gray, E. Rybska, L. Louca, & C. P. Constantinou (Eds.), Professional Development for Inquiry-Based Science Teaching and Learning (pp. 1–23). Springer, Cham. https://doi.org/10.1007/978-3-319-91406-0_1
Dira-Smolleck, L. A. (2004). The Development and Validation of an Instrument to Measure Preservice Teachers’ Self-Efficacy in Regard to the Teaching of Science as Inquiry (Unpublished doctoral dissertation, The Pennsylvania State University). https://etda.libraries.psu.edu/catalog/6236
Kim, H. (2024). Science Teaching Efficacy and Science Outcome Expectancy Among Early Childhood Preservice Teachers: Effects of Constructivist Beliefs vs Traditional Beliefs. Journal of Education and Development, 8(3), 53–65. https://doi.org/10.20849/jed.v8i3.1438
Menon, D., & Azam, S. (2021). Investigating Preservice Teachers’ Science Teaching Self-Efficacy: an Analysis of Reflective Practices. International Journal of Science and Mathematics Education, 19(8), 1587–1607. https://doi.org/10.1007/s10763-020-10131-4
National Research Council. (1996). National Science Education Standards. The National Academies Press. https://doi.org/10.17226/4962
National Research Council. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. The National Academies Press. https://doi.org/10.17226/9596
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Riga, F., Winterbottom, M., Harris, E., & Newby, L. (2017). Inquiry-Based Science Education. In K. S. Taber, & B. Akpan (Eds.), Science Education: New Directions in Mathematics and Science Education (pp. 247–261). Sense Publishers, Rotterdam. https://doi.org/10.1007/978-94-6300-749-8_19
Smolleck, L. A., & Mongan, A. M. (2011). Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching. Journal of Educational and Developmental Psychology, 1(1), 133–145. http://dx.doi.org/10.5539/jedp.v1n1p133
Stylos, G., Kamtsios, S., & Kotsis, K. T. (2023). Assessment of Greek Primary Teachers’ Efficacy Beliefs in Physics Teaching. Journal of Science Teacher Education, 34(1), 44–62. https://doi.org/10.1080/1046560X.2021.2023959
