scholarly journals Exploring the Relationship between Science Content Knowledge and Science Teaching Self-Efficacy among Elementary Teachers

2019 ◽  
Vol 7 (1) ◽  
pp. 57-70
Author(s):  
Amy Amy Catalano ◽  
Lauren Asselta ◽  
Alana Durkin
Keyword(s):  
Elementary Teachers ◽  
Science Teaching ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Science Content ◽  
Science Content Knowledge ◽  
The Relationship

Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning

2012 ◽  
Vol 59 (2) ◽  
pp. 497-504 ◽  
Author(s):  
Angela Meluso ◽  
Meixun Zheng ◽  
Hiller A. Spires ◽  
James Lester
Keyword(s):  
Content Knowledge ◽  
Self Efficacy ◽  
Science Content ◽  
Game Based Learning ◽  
Science Content Knowledge

scholarly journals THE IMPACT OF A SCIENCE METHODS COURSE ON FEMALE PRE-SERVICE TEACHERS’ BELIEFS WITHIN A SAUDI-ARABIAN CONTEXT

2019 ◽  
Vol 18 (1) ◽  
pp. 19-38
Author(s):  
Amani K. Hamdan Alghamdi ◽  
Sun Young Kim
Keyword(s):  
Saudi Arabia ◽  
Science Teaching ◽  
Content Knowledge ◽  
Methods Course ◽  
Science Methods ◽  
Teaching Beliefs ◽  
Science Content ◽  
Science Methods Course ◽  
Science Content Knowledge ◽  
The Impact

This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five- point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs’ beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the ‘neither agree nor disagree’ category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs’ science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research.

scholarly journals Analysis of the Factors Influencing of Pre-service Science Teacher in Conceptualization of STEM Education: Self-Efficacy and Content Knowledge

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 225-230
Author(s):  
Pramudya Dwi Aristya Putra ◽  
Nur Ahmad ◽  
Sri Wahyuni ◽  
Erlia Narulita
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Stem Education ◽  
Physics Education ◽  
Self Efficacy ◽  
Biology Education ◽  
Service Science ◽  
Survey Method ◽  
Science Content ◽  
Science Content Knowledge

This research investigates the factors that influence pre-service science teachers' conceptualization of STEM education. The factors involved STEM self-efficacy, STEM anxiety, science content knowledge, and mathematics content knowledge. The survey method was utilized in this research to collect a huge number of respondents at one time. The participants were 604 pre-service science teachers in Indonesia with different backgrounds (physics Education, biology education, chemistry education, Ingrate of Science education, and primary school education). The instruments were developed and share with participants using a google form to avoid the items that the participant did not fill in. The data analyzed using STEM showed that science content knowledge, STEM self-efficacy, and STEM anxiety were influencing the conceptualization of STEM education. This research suggested that to improve the quality of STEM education in the classroom. Pre-service science teachers should understand the concept of the content taught

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