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Nurturing Confidence in Preservice Elementary Science Teachers

机译:培养职前基础科学教师的信心

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This study examined changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge could not be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest there may be important connections between the 2 for preservice teachers that would be fruitful areas for future research.
机译:这项研究检查了在职前教师中个人科学教学自我效能感(PSTE),预期成果(STOE)以及科学概念理解以及它们之间的关系的变化。参加科学教学方法课程的70名职前教师参加了这项研究。在参加课程期间,PSTE,STEE和科学概念的理解显着增加。这项研究表明,如果没有广泛的指导,就不会期望具有最少先验知识的新手学习者在其学习模式中理解和采用核心概念。从理论上讲,在科学教师教育领域中,还没有描述科学学习信心与科学教学信心之间的关系。研究结果表明,在职前教师中,两者之间可能存在重要联系,这将是未来研究的丰硕领域。

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