PRESERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS OF SCIENCE AND THEIR SELF-EFFICACY BELIEFS ABOUT SCIENCE TEACHING
Abstract
This study was mainly conducted to investigate the extent to which preservice teachers held alternative conceptions in fundamental elementary science concepts from earth/space, life and physical sciences along with their self-efficacy beliefs about science teaching. This study also examined the potential relationship between the numbers of alternative conceptions held by preservice teachers and their self-efficacy beliefs about science teaching. Eighty-six preservice elementary education majors enrolled in the four sections of the science methods courses offered in a large Midwestern university in US participated in this study. Data were collected through the use of Alternative Conceptions in Science Instrument, Science Teaching Efficacy Belief Instrument- Form B (STEBI-B), and a participant information form. The results from the alternative conception instrument indicated that the majority of preservice elementary teachers (67.4%) held a number of alternative conceptions, mostly in the physical science followed by earth/space, and then life science. On the other hand, the analysis of the self-efficacy instrument revealed generally positive self-efficacy beliefs. Findings from the study also confirmed that science courses completed in high school and college do not seem to have influenced participants’ numbers of alternative conceptions regarding earth/space, life and physical sciences and self-efficacy beliefs about science teaching. Overall, the results of the study regarding self-efficacy beliefs suggest that more consideration should be given to identifying and modifying the alternative conceptions of science so that teachers can better help their students to arrive at more accurate conceptions.
Article visualizations:
Keywords
References
Arambula-Greenfield, T., & Feldman, A. (1997). Improving science teaching for all students. School Science and Mathematics, 97(7), 377-386.
Atwood, V. A., & Atwood, R. K. (1995). Preservice elementary teachers’ conceptions of what causes night and day. School Science and Mathematics, 95(6), 290-294.
Atwood, R. K., & Atwood, V. A. (1996). Preservice elementary teachers’ conceptions of the cause of seasons. Journal of Research in Science Teaching, 33(5), 553-563.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Physchological Review, 84(2), 191-215.
Bleicher, R. E., & Lindgren, J. (2005). Success in science learning and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16(3), 205-225.
Brown, M., & Schwartz, R. (2009). Connecting photosynthesis and cellular respiration: Pre-service teachers conceptions. Journal of Research in Science Teaching, 46, 791-812.
Burgoon, J. N., Heddle, M. L., & Duran, E. (2011). Re-examining the similarities between teacher and student conceptions about physical science. Journal of Science Teacher Education, 22(2), 101-114.
Cohen, L., & Manion, L. (1994). Research methods in education (4th Ed.). London: Routledge.
Czerniak, C. M., & Chiarelott, L. (1990). Teacher education for effective science instruction- a social cognitive perspective. Journal of Teacher Education, 41(1), 49-58.
Doran, R. L. (1972). Misconceptions of selected science concepts held by elementary school students. Journal of Research in Science Teaching, 9(2), 127–137.
Dove, J. (1996). Student teacher understanding of the greenhouse effect, ozone layer depletion and acid rain. Environmental Education Research, 2(1), 89-100.
Ellis, J. D. (2001). A dilemma in reforming science education: Responding to students’ concerns or striving for high standards. Journal of Science Teacher Education, 12(3), 253-276.
Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706.
Enochs, L. G., Scharmann, L. C., & Riggs, I. M. (1995). The relationship of pupil control of preservice elementary science teacher self-efficacy and outcome expectancy. Science Education, 79(1), 63-75.
Feistritzer, E. C., & Boyer, E. L. (1983). The conditions of teaching: A state by state analysis. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
Ginns, I. S., & Watters, J. J. (1999). Beginning elementary school teachers and the effective teaching of science. Journal of Science Teacher Education, 10(4) 287-313.
Haidar, A. H. (1997). Prospective chemistry teachers’ conceptions of the conservation of matter and related concepts. Journal of Research in Science Teaching, 34(2), 181-197.
Jarrett, O. S. (1998). Playfulness: A motivator in elementary science teacher preparation. School Science & Mathematics, 98(4), 181-187.
Jarrett, O. S. (1999). Science interest and confidence among preservice elementary teachers. Journal of Elementary Science Education, 11(1), 47-57.
Kikas, E. (2004). Teachers’ conceptions and misconceptions concerning three natural phenomena. Journal of Research in Science Teaching, 41(5), 432-448.
Kruger, C., & Summers, M. (1988). Primary school teachers’ understanding of science concepts. Journal of Education for Science Teaching, 14(3), 259-265.
McCormick, K. (1989, June). Battling scientific literacy: Educators seek consensus, action on needed reforms. ASCD Curriculum Update, 1-7.
McDevitt, T. M., Heikkinen, H. W., Alcorn, J. K., Ambrosio, A. L., & Gardner, A. L. (1993). Evaluation of the preparation of teachers in science and mathematics: Assessment of preservice teachers’ attitudes and beliefs. Science Education, 77(6), 593-610.
National Science Teachers Association (1989, May-June). Deluge of science education reports issued: Agreed on problems and varied solutions. NSTA Report.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425-2093 (2002).
Petcovic, H. L., & Ruhf, R. J. (2008). Geoscience conceptual knowledge of preserves elementary teachers: Results from the Geoscience concept inventory. Journal of Geosicence Education, 56(3), 251-260.
Preece, P. F. (1997). Force and motion: Preservice and practicing secondary science teachers’ language and understanding. Research in Science and Technology Education, 15(1), 123-128.
Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625-637.
Riggs, I. M. (1995, April). The characteristics of high and low efficacy elementary teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
Ritter, J. M., Boone, W. J., & Rubba, P. A. (2001) Development of an instrument to assess prospective elementary teacher self-efficacy beliefs about equitable science teaching and learning (SEBEST). Journal of Science Teacher Education, 12(3), 175-198.
Schoon, K. J. (1995). The origin and extent of alternative conceptions in the earth and space sciences: A survey of preservice elementary teachers. Journal of Elementary Science Education, 7(2), 27-46.
Schoon, K. J., & Boone, W. J. (1998). Self-efficacy and alternative conceptions of science of preservice teachers. Science Education, 82(5), 553-568.
Shrigley, R. L. (1974). The attitude of preservice elementary teachers toward science. School Science and Mathematics, 74(3), 243-250.
Shrigley, R. L. (1977). The function of professional reinforcement in supporting a more positive attitude of elementary teachers toward science. Journal of Research in Science Teaching, 14(4), 317-322.
Skamp, K. (1989). General science knowledge and attitudes towards science and science teaching of preservice primary teachers: Implications for preservice science units. Research in Science Education, 19(1), 257-267.
Smith, D. C. (2000). Content and pedagogical content knowledge for elementary science teacher educators: Knowing our students. Journal of Science Teacher Education, 11(1), 27-46.
Sodervik, L., Mikkila-Erdmann, M., & Vilppu, H. (2014). Promoting the understanding of photosynthesis among elementary school student teachers through text design. Journal of Science Teacher Education, 25, 581-600.
Stepans, J., & McCormack, A. (1985, October). A study of scientific conceptions and attitudes toward science of prospective elementary teachers: A research report. Paper presented at the annual meeting of the Northern Rocky Mountain Educational Research Association Jackson Hole, WY.
Stevens, C., & Wenner, G. (1996). Elementary preservice teachers’ knowledge and beliefs regarding science and mathematics. School Science and Mathematics, 96(1), 2-9.
Stocklmayer, S. M., & Treagust, D. F. (1996). Images of electricity: How do novices and experts model electric current? International Journal of Science Education, 18(2), 163-178.
Tilgner, P. J. (1990). Avoiding science in the elementary school. Science Education, 74(4), 421-431.
Tosun, T. (2000).The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), 374-379.
Trend, R. D. (2000). Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history and science. International Journal of Science Education, 22(5), 539-555.
Trend, R. D. (2001). Deep time framework: A preliminary study of U.K. primary teachers’ conceptions of geological time and perceptions of geoscience. Journal of Research in Science Teaching, 38(2), 191-221. Trumper, R. (2003). The need for change in elementary school teacher training: A cross- college age study of future teachers’ conceptions of basic astronomy concepts. Teaching and Teacher Education, 19(3), 309-323.
Vaidya, S. R., (1993). Restructuring elementary and middle school science for improved teaching and learning. Education, 114(1), 63-70.
Wenner, G. (1993). Relationship between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers. Journal of Science Education and Technology, 2(3), 461-468.
Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41-58.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.264
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Isil Koc, Robert E. Yager
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
