Search results for: Sadler Troy D.
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This study aims to examine relationships between preservice teachers’ science self-efficacy beliefs and science content knowledge in the context of a specialized physics course designed for elementary preservice teachers. The findings indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Furthermore, it was found that there was a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs. These results strongly suggest positive changes in participants' science self-efficacy beliefs. In addition, participants felt confident in the science content learned in the course and felt comfortable teaching it.
Updated: Feb. 13, 2018
The purpose of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course.
Updated: Feb. 28, 2017
Turkish Preservice Science Teachers’ Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning
In this study, the authors explore Turkish preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. The authors found that the factors influencing informal reasoning were: personal experiences, social considerations, moral-ethical considerations, and technological concerns.
Updated: Jan. 28, 2013