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ERIC Number: EJ975549
Record Type: Journal
Publication Date: 2012-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-2077-2327
Changes in American Preservice Elementary Teachers' Efficacy Beliefs and Anxieties during a Science Methods Course
Bursal, Murat
Science Education International, v23 n1 p40-55 Mar 2012
Fifty-five American preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs, science anxiety (SANX) levels, and common science misconceptions were investigated during a science methods course. A significant increase in the PSTE scores and a slight--but statistically insignificant--decrease in the SANX scores were detected during the course. Consistent with Bandura's social cognitive theory, the inclusion of inquiry activities and micro-teaching experiences into science methods course contributed to positive changes in preservice teachers' beliefs regarding science teaching. On the other hand, a majority of the participants possessed several misconceptions about basic science topics. It was concluded that, similar to mastery experiences as a source of efficacy beliefs, participants' unawareness of their science misconceptions contributed to enhancement of their personal science teaching efficacy beliefs. (Contains 3 tables.)
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A