Investigating Preschool and Primary School Teachers’ Self-Efficacy and Needs in Teaching Science: A Pilot Study
Keywords:
Preschool, Primary school, Science, Self-efficacy, Teacher’s need
Abstract
In recent years, the curricula reforms at the levels of preschool and primary school in Sweden have caused new demands on the teachers. In particular, numerous teachers lack the educational training in science subjects. Therefore, this study aims to investigate teachers’ self-efficacy and needs in relation to science teaching. A total of 71 teachers, divided into three groups of preschool, 1-3 grades and 4-6 grades, were invited to join this pilot study. From the EU FP7 project, PROFILES, a Likert scale questionnaire (with scores from 1 to 3 to represent strongly disagree, agree to strongly agree, and I don’t know was scored 0) was used and revised for the data collection in this pilot study. The results showed that the participating teachers had relatively high self-efficacy and no significant differences were found among the three groups of teachers. However, even though the teachers had high self-efficacy, the needs of further education were expressed by the teachers to a large extent. In particular, the group of preschool teachers addressed the need for more content knowledge (CK) in physics and chemistry (>41%). In terms of the groups of 1-3 and 4-6 grades teachers, the needs relating to scientific literacy were revealed, with a focus on engaging students in socio-scientific problems (52%, 56%) and assessment (44%, 61%). The implication of this study is discussed in the hope to contribute to teachers’ professional development for both pre- and in-service
teachers in science education.
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References
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Appelton, K. (2006). Science Pedagogical Content Knowledge and Elementary School Teachers. In K. Appelton (Ed.), Elementary Science Teacher Education (pp. 31-54). New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148.
Bergqvist, A., Drechsler, M., de Jong, O., & Chang Rundgren, S. N. (2013). Representations of chemical bonding models in school textbooks - help or hindrance for understanding? Chemistry
Education Research and Practice, 14, 589-606.
Champagne, A. B., & Lovitts, B. E. (1989). Scientific literacy: A concept in search of definition. In A. B. Champagne, B. E. Lovitts, & B. J. Callinger (Eds.), This year in school science. Scientific literacy (pp. 1-14). Washington, DC: AAAS.
Chang Rundgren, S. N. (2011). Post it! - A cross-disciplinary approach to teach socioscientific issues. Teaching Science, 5(3), 25-28.
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Palmer, D. H. (2001). Factors contributing to exchange amongst preservice elementary teachers. Science Education, 86, 122-138.
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Riggs, I., & Enochs, L. (1990). Towards the development of an elementary teacher´s science teaching efficacy belief instrument. Science Education, 74, 625-637.
Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum.
Roehring, G. H., Dubosarsky, M., Mason, A., Carlson, S., & Murphy, B. (2011). We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teacher´s Inquiry-Based and Culturally-Relevant Science Teaching Practices. Journal of Science Education and Technology, 20(5), 566-578.
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
Smith, K. V., Loughran, J., Berry, A., & Dimitrakopoulos, C. (2011). Developing Scientific Literacy in a Primary School. International Journal of Science Education, 34(1), 127-152.
Swedish National Agency for Education. (2011a). Curriculum for the compulsory school system, the pre-school class and the leisure-time centre 2011. Stockholm: Swedish National Agency for Education.
Swedish National Agency for Education. (2011b). Curriculum for the Preschool Lpfö 98: Revised 2010. Stockholm: Swedish National Agency for Education.
Swedish National Agency for Education. (2013). How does assessment take place? Retrieved November 3 2013 from http://www.skolverket.se/om-skolverket/andra-sprak-och-lattlast/in-english/the-swedish-education-system/compulsory-school/about-compulsory-school/how-does-assessmenttake-place-1.87933
Yates, S., & Goodrum, D. (1990). How confident are primary school teachers in teaching science? Research in Science Education, 20, 300-305.
Yoo, S-Y. (2011). Early Childhood Teachers´ Empowerment and Implementation of Teaching Method Programs for Child Development in Science Education. Education, 130(4), 556-560.
at the British Educational Research Association Annual Conference, University of Manchester, 2-5 September 2009.
Appelton, K. (1995). Student teachers´ confidence to teach science: Is more science knowledge necessary to improve self-confidence? International Journal of Science Education, 19, 357-369.
Appelton, K. (2003). How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice. Research in Science Education, 33, 1-25.
Appelton, K. (2006). Science Pedagogical Content Knowledge and Elementary School Teachers. In K. Appelton (Ed.), Elementary Science Teacher Education (pp. 31-54). New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148.
Bergqvist, A., Drechsler, M., de Jong, O., & Chang Rundgren, S. N. (2013). Representations of chemical bonding models in school textbooks - help or hindrance for understanding? Chemistry
Education Research and Practice, 14, 589-606.
Champagne, A. B., & Lovitts, B. E. (1989). Scientific literacy: A concept in search of definition. In A. B. Champagne, B. E. Lovitts, & B. J. Callinger (Eds.), This year in school science. Scientific literacy (pp. 1-14). Washington, DC: AAAS.
Chang Rundgren, S. N. (2011). Post it! - A cross-disciplinary approach to teach socioscientific issues. Teaching Science, 5(3), 25-28.
Chang Rundgren, S. N., & Rundgren, C.-J. (2010). SEE-SEP: From a separate to a holistic view of socioscientific issues. Asia-Pacific Forum on Science Learning and Teaching, 11(1), Article 2.
Dolan, T. J., Nichols, B. H., & Zeidler, D. L. (2009). Using Socioscientific Issues in Primary Classrooms. Journal of Elementary Science Education, 21(3), 1-12.
Fleer, M. (2009). Supporting scientific conceptual consciousness of learning in a “roundabout way” in play-based contexts. International Journal of Science Education, 31(8), 1069-1089.
Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers´ confidence and competence. Research in Science Education, 3, 467-481.
Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra, ACT: Department of Education, Training and Youth Affairs.
Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness. Early Education and Development, 20(2), 238-264.
Gropen, J., Clark-Chiarelli, N., Chalufour, I., Hoisington, C., & Eggers-Pierola, C. (2009). Creating a Successful Professional Development Program in Science for Head Start Teachers and Children: Understanding the Relationship between Development, Intervention and Evaluation. Society for Research on Educational Effectiveness.
Hackling, M., Peers, S., & Prain, V. (2007). Primary Connections: Reforming science teaching science in Australian primary schools. Teaching Science, 53(3), 12-16.
Haworth, C. M. A., Kovas, Y., Dale, P. S., & Plomin, R. (2008). Science in elementary school: Generalist genes and school environments. Intelligence, 36, 694-701.
Haworth, C. M. A., Davis, O. S. P., Hanscombe, K. B., Kovas, Y., Dale, P. S., & Plomin, R. (2012). Understanding the science learning environment: A genetically sensitive approach. Learning and Individual Differences, 23, 145-150.
Harlen, W., & Holroy, C. (1997). Primary teachers´ understanding of concepts of science: Impact on confidence and teaching. International Journal of Science Education, 19, 93-105.
Hattie, J. A. C. (2008). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Karlstad University. (2013). Teknikerjakten. Retrieved September 16 2013 from www.kau.se/Teknikerjakten
McKinsey & Company. (2007). How the world´s best performing school systems come out on top. London. Retrieved September 16 2013 from http://mckinseyonsociety.com/downloads/reports/Education/Worlds_School_Systems_Final.pdf
Millar, R. (2011). Twenty First Century Science: Insights from the Design and Implementation of a Scientific Literacy Approach in School Science. International Journal of Science Education, 28(13), 1499-1521.
Millar, R., & Osborne, J. (1998). Beyound 2000. Science education for the future. London: Nuffield Foundation.
Morgan, A-M. (2012). ’Me as a Science teacher’: Responding to a Small Network Survey to Assist teachers with Subject-Specific Literacy Demands in the Middle Years of Schooling. Australian
Journal of Teacher Education, 37(6), Article 6.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
Nilsson, P. (2008a). Learning to Teach and Teaching to Learn – Primary science student teachers´ complex journey from learners to teachers. Dissertation. Linköping Studies in Science and Technology Education No 19.
Nilsson, P. (2008b). Recognizing the needs- Student teachers´ learning to teach from teaching. NorDiNa, 4(1), 284-299.
Palmer, D. H. (2001). Factors contributing to exchange amongst preservice elementary teachers. Science Education, 86, 122-138.
Palmer, D. (2006). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education, 28(6), 655-671.
PROFILES. (2013). Retrieved November 5 2013 from http://www.profiles-project.eu/
Riggs, I., & Enochs, L. (1990). Towards the development of an elementary teacher´s science teaching efficacy belief instrument. Science Education, 74, 625-637.
Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum.
Roehring, G. H., Dubosarsky, M., Mason, A., Carlson, S., & Murphy, B. (2011). We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teacher´s Inquiry-Based and Culturally-Relevant Science Teaching Practices. Journal of Science Education and Technology, 20(5), 566-578.
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
Smith, K. V., Loughran, J., Berry, A., & Dimitrakopoulos, C. (2011). Developing Scientific Literacy in a Primary School. International Journal of Science Education, 34(1), 127-152.
Swedish National Agency for Education. (2011a). Curriculum for the compulsory school system, the pre-school class and the leisure-time centre 2011. Stockholm: Swedish National Agency for Education.
Swedish National Agency for Education. (2011b). Curriculum for the Preschool Lpfö 98: Revised 2010. Stockholm: Swedish National Agency for Education.
Swedish National Agency for Education. (2013). How does assessment take place? Retrieved November 3 2013 from http://www.skolverket.se/om-skolverket/andra-sprak-och-lattlast/in-english/the-swedish-education-system/compulsory-school/about-compulsory-school/how-does-assessmenttake-place-1.87933
Yates, S., & Goodrum, D. (1990). How confident are primary school teachers in teaching science? Research in Science Education, 20, 300-305.
Yoo, S-Y. (2011). Early Childhood Teachers´ Empowerment and Implementation of Teaching Method Programs for Child Development in Science Education. Education, 130(4), 556-560.
Published
2014-03-31
Section
FOCUS
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