Academic Exchange Quarterly Winter 2005 ISSN
1096-1453 Volume 9, Issue 4
To cite, use print source rather than this on-line version which
may not reflect print copy format requirements or text
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Science Teaching Efficacy Beliefs
CHENG May
Hung, May, The Hong Kong Institute of Education
CHENG May Hung,
May, PhD., is senior lecturer of The Hong Kong Institute of Education.
Abstract
The influence
of a module on science teaching of a teacher education prgoramme
is reflected by the changes in the Science Teaching Efficacy Beliefs of the preservice teachers at two phases: before they took the
module on science teaching, and after their teaching practice period. A comparison of the findings with those
obtained from the interviews suggested that the preservice
teachers were more confident with teaching science, knowing more about how to
engage pupils in activities and knowing that their efforts would be effective.
Introduction
Science is taught as part of an integrated subject called
General Studies at the elementary level in Hong Kong,
and the majority of teachers, regardless of their previous education background
in science, have a high probability of teaching the subject. A study of preservice
teachers' perceptions of elementary science teaching (Cheng, 1997) revealed that the preservice
teachers taking the arts stream in their secondary education (those taking arts
at secondary seven level, aged 18),
faced much greater difficulty in their teaching practice than those who took
the science stream in their secondary education. Their views of science
teaching were largely inadequate, and some equated science teaching to doing
experiments. The researcher attempted to
address these problems by finding out ways to better prepare and increase the
confidence of the preservice teachers (those taking the
arts stream) for teaching elementary science through the introduction of a
module named the Curriculum Studies Module, that focused on the constructivist
view of learning in teaching science topics.
This study aims to identify how the confidence of teaching science
changes among the preservice teachers after they have
completed the Curriculum Studies module and their teaching practice.
Theoretical framework
Teaching Efficacy Beliefs measures look into these two
aspects: a personal belief about one’s own ability to cope with a task (Self
Efficacy) and a belief about action and outcome (Outcome Expectancy) (Bandura, 1977). Bandura (1977) hypothesized that an analysis of
these two aspects would facilitate the prediction of behaviour. In the present study, this prediction may be
applied to predict how likely the preservice teachers
will be to implement the science teaching strategies developed based on a
constructivist view of learning.
The notion of Teaching Efficacy Beliefs has been further
developed since Bandura first proposed it in 1977.
Gibson and Dembo (1984) confirmed Bandura’s
two component model consisting of a) a factor that relates to a teacher’s sense
of teaching efficacy, or belief that a teacher’s ability to bring about change
is limited by factors external to the teacher (Outcome Expectancy) and b) a
factor that relates to a teacher’s sense of personal teaching efficacy, or
belief that he or she has the skills to bring about student learning (Self
Efficacy). In the present study, the
meaning of self efficacy is adapted to reflect the preservice
teachers’ confidence or belief in being able to teach science and effect
learning among their pupils. The self
efficacy measurement is also taken as an indication of how likely the preservice teachers will be to teach science with the
strategies advocated in the present study, which means teaching science based
on a constructivist view of learning.
Previous studies in
science teaching efficacy beliefs
There are studies that stress the development of teachers’
attitudes and confidence in science teaching.
Westerback and Long (1990) found that increased content knowledge could
reduce experienced elementary teachers’ anxiety about science teaching. They
also reflected that teachers who are more comfortable with science are more
likely to devote more time to teaching it, and are more likely to teach it with
creativity. The relationship between
science teaching efficacy beliefs and preparing preservice
teachers to teach science is supported by a number of studies. Ramey-Gassert and Schroyer (1992)
summarized related studies, linking quantitative findings with qualitative
ones, and suggested that elementary teachers’ poor self-efficacy has resulted
in a science anxiety, poor attitudes towards science, and an unwillingness to
spend time teaching science. They also suggested that purposeful selection
of science experiences can improve science teaching self-efficacy and result in
better attitudes towards science.
As Bandura has defined
self-efficacy as a general sense of teaching effectiveness, a teacher’s overall
level of self-efficacy may not accurately reflect their efficacy in teaching
Science. Riggs and Enochs
(1990) devised the Science
Teaching Efficacy Beliefs (STEB) Instrument, which is composed of two scales,
the Personal Science Teaching Efficacy Belief Scale (PSTEB) and the Science
Teaching Outcome Expectancy Scale (STOE), to measure practising
elementary school teachers’ sense of science teaching efficacy. A similar instrument was also constructed for
preservice teacher education students and was applied
in predicting science teaching behaviours of preservice teachers and in-service teachers.
In a study identifying the changes in preservice
elementary teachers’ sense of efficacy in teaching science, (Ginns, Watters, Tulip and Lucas, 1995), the results revealed that Science Teaching
Efficacy and Science Teaching Outcome Expectancy were not significantly
correlated, the former being more dependent on personal traits such as internal
locus of control and self concept, whereas the latter is related to levels of
aspiration, academic interest and satisfaction. The study concludes that the Science
Teaching Outcome Expectancy is more easily influenced by the teacher education programme than the Science Teaching Efficacy, as the latter
is concerned more with global personality traits. It is, however, the concern of teacher
educators to improve the students’ sense of Science Teacher Efficacy, as this
has implications for the teachers’ ability to teach science, and the children’s
ability to learn science (Riggs & Enochs, 1990).
Finally, Ginns et.al.
(1995) predicted that
Science Teaching Efficacy is related to an individual’s experience in learning
science. For the present study, this
means that the teacher education programme may
influence the preservice teachers’ Science Teaching
Outcome Expectancy beliefs, and the preservice
teachers’ experiences of science learning may be related to Science Teaching
Efficacy.
Another direction of self-efficacy research has been to
identify the factors that contribute to high science teaching self-efficacy
beliefs. Ramey-Gassert,
Shroyer and Staver (1996) obtained the personal science
teaching self-efficacy and science teaching outcome expectancy scores of 23 elementary teachers. High science teaching outcome expectancy
scores were found to be related to having personally experienced success in
science and with teaching science. In
another study, De Latt and Watters (1995) obtained the personal science
teaching self-efficacy scores of 37
elementary teachers and invited 5
teachers with high personal science teaching self-efficacy scores and 5 teachers with low personal science teaching
self-efficacy scores to be interviewed. Teachers
with the highest personal science teaching self-efficacy scores expressed
notions of confidence in teaching science, and felt that science was fun and
interesting. These teachers were more
oriented towards thematic and integrated approaches in science teaching. These data provide an association between the
quantitative scores and personality traits, and the teaching and the confidence
to teach among the elementary teachers.
Methodology
Data collection
In order to measure the changes in the confidence to teach
science topics among the preservice teachers, the
Science Teaching Efficacy Beliefs instrument was adopted. There is a total of 25 items with a rating scale of 1 to 5,
1 meaning strongly disagree
and 5 meaning strongly
agree. The Science Teaching Efficacy
Beliefs instrument (Riggs and Enochs, 1990) was adapted to reflect the local
context, and was translated into Chinese.
The instrument was administered at two points. The first time was before
they took the Curriculum Studies module.
The second time was after the teaching practice, just before they
graduated in around June. The comparison
showed the influence of the module and the teaching practice on their
confidence to teach science. The preservice teachers were interviewed before and after the
Module and the teaching practice. These
interviews were structured to find out if there were changes in the views of
the preservice teachers on science teaching and
learning. The interview findings
supplement the reasons behind the changes in the Science Teaching Efficacy
Beliefs.
Participants
A total of 36
preservice teachers filled out the questionnaires in
the first session of the Curriculum Studies module. The questionnaire was then mailed to the preservice teachers after the teaching practice, and 27 returned the questionnaire. Eleven preservice
teachers indicated their willingness to participate in the interviews.
Findings
and Discussion
Science Teaching Efficacy Beliefs findings
The alpha reliability values of
the Science Teaching Efficacy Beliefs instrument was found to have a value of 0.59 and 0.78
before the commencement of the module and after the teaching practice
respectively. PSTEB and STOE were at
mean values of 38.77 (S.D. 5.18) and 34.26 (S.D.4.02) before taking the module
respectively. After the teaching
practice, PSTEB and STOE values were at 42.23 (S.D. 7.06) and 39.19 (S.D.8.47)
respectively. The preservice teachers had significantly higher Personal
Science Teaching Efficacy Beliefs and Science Teaching Outcome Expectancy
values (significance both at p<0.01 level), meaning that they were more
confident in teaching science after the teaching practice.
Compared with the mean values from other studies of elementary
preservice teachers in Australia (PSTEB 49.6 (S.D.
5.9) and STOE 33.9 (S.D. 5.6) figures from de Laat
and Watters, 1995) and the USA (PSTEB 56.54 and STOE 48.09 figures from Riggs
and Enochs, 1990),
the mean values for Personal Science Teaching Efficacy Beliefs is still lower,
but the Science Teaching Outcome Expectancy is higher than in the Australian
study. Although the values were still
lower, the increase was significant and comparable with that of the Australian
study.
A paired sample t-test was conducted to compare the responses
in the Science Teaching Efficacy Beliefs instrument. The mean values of the
items were in the range of 2.50 to 3.35 and 3.00 to 3.77 before and after the
teaching practice respectively. Out of
the 25 items in the Science
Teaching Efficacy Beliefs instrument, 8
items showed a significant difference (3 with significance at p < 0.005
level and 5 at p < 0.05 level) before studying the module and after the
teaching practice. These items showed
that the respondents had more confidence in teaching science, knowing more
about how to engage pupils in activities, knowing that their efforts would be
effective, and having comparable confidence in teaching science as in other
topics. Their lack of knowledge about
science concepts also contributes to the low confidence level before taking the
module. However, after the teaching
practice, this worry about content was lowered.
The preservice teachers had a more positive
belief that their teaching was responsible for pupils’ achievement and found
themselves able to help pupils experiencing difficulties, after the teaching
practice.
Comparing the Personal Science Teaching Efficacy Beliefs
values obtained before the module and after the teaching practice, the
difference in the values among individual cases ranges from a gain of 17 to a decrease of 19 points. The
difference in values for the Science Teaching Outcome Expectancy among
individual preservice teachers ranges from a gain of 14 to a decrease of 14 points. The
range for the difference in the Personal Science Teaching Efficacy Beliefs
values is 4 points wider than
that of the Science Teaching Outcome Expectancy. Hence, though the trend for the whole group
is an increase in confidence level, there were two individual preservice teachers who had particularly negative changes
in Personal Science Teaching Efficacy Beliefs values and one of them also had
negative changes in the Science Teaching Outcome Expectancy value. As the questionnaire was anonymous, the
author could not identify the individual who experienced such negative changes. The explanation was made based on a
postulation that the preservice teacher may have had
much difficulty in teaching science during the teaching practice. On the whole, the preservice
teachers experienced a significant increase in their confidence to teach
science, and the amount of change depends on individual situations which may
include their perception of learning in the Curriculum Studies module, and
their experience in the teaching practice.
Interview findings
In order to find out the preservice
teachers’ concerns, the question “How do you feel about being a science
teacher?” was used in the interviews.
Before the preservice teachers took the
module, the interview findings suggested that all eleven preservice
teachers interviewed shared a number of concerns about science teaching, and
only two mentioned positive feelings.
Their confidence in teaching science continued to grow as shown by the
increased number of preservice teachers mentioning
this point (8), and more (4) felt that they had a sufficient academic
background. One reported having better control of the pace of teaching:
I think teaching
science topics is more interesting.... I have greater confidence this
year. I have a better control of the
pace of teaching this year. I can
estimate the time needed for practical activities rather than just using
discussions. (Billy) [1]
Another
suggested that pupils had a better response in the lessons:
I think that GS
(General Studies) is easier to teach.
There are practical activities in the topics and the pupils have a
better response. It feels easier to
teach. (Mandy)
Arranging practical
activities increased the participation of pupils and this led to a better
estimation of the pupils’ learning:
In the practical
activities, I can easily tell who is participating. The learning outcome is more easily
seen. I have greater confidence in
teaching General Studies than other subjects.
I can better prepare for GS (General Studies) lessons, there are
activities and the pupils are more engaged.
It is more interesting. (Billy)
Occupying pupils to think
led to feelings of success in teaching science as mentioned by one of the preservice teachers:
I didn’t have any
confidence before I taught as the subject teacher had told me that they had low
ability.... Later I found out that occupying them in completing worksheets or
involving them in thinking would be better.
As I include more activities, they are more occupied (in thinking) and
it is better. (Dick)
Another reason for
feeling more confident was attributed to being aware of what pupils think:
I am more confident in
teaching. Before I would just read the
teachers’
reference book, and would not be aware of what pupils think. I would not know the ways to correct their
concepts or guide them to new concepts.... I now have equal confidence in teaching
science as in other subjects such as Chinese and maths. I would not be less confident in teaching
science. (Eva)
Others
(4) felt that they have a
sufficient background in science, such as:
I feel that I have
sufficient knowledge in teaching human reproduction. The difficult part is binary fission. I feel that I have adequate knowledge about
oviparous and viviparous reproduction. I
am confident in the basic parts. I would
not feel helpless and not know how to teach when I am facing the topic. (Cathy)
These quotations suggest
a good match with the measures of the Personal Science Teaching Efficacy
Beliefs and the Science Teaching Outcome Expectancy values, and help to
illustrate how the preservice teachers arrive at the
perception that they have better confidence in teaching science.
Conclusions and implications
After the teaching
practice, the preservice teachers experienced gains
in confidence with teaching science. The
findings from the quantitative measures of the Personal Science Teaching Efficacy
Beliefs and the Science Teaching Outcome Expectancy values and those of the
interviews are consistent with each other. The findings in the interviews have also
provided some explanations about negative changes or low increase in the
Personal Science Teaching Efficacy Beliefs and Science Teaching Outcome
Expectancy values. These include a
perceived lack of academic knowledge and experience in science teaching, and
contextual constraints such as classroom management, timing for the teaching
schedule and conducting practical activities in the classrooms. Moreover, the worry about content may not be
a genuine concern for the content itself but may also be a reflection of their
lack of confidence with the pedagogy. It
appears that the Curriculum Studies module with its emphasis on teaching
science based on a constructivist view of learning has influenced the preservice teachers’ professional development and
positively influenced their confidence in teaching science. The changes in preservice teachers’
confidence to teach science have been reflected by the STEB instrument and the
interviews. Finally, the method and the
findings of this study can add to the literature in related studies in Teacher
Efficacy Beliefs that interview findings may provide explanations to changes in
the quantitative mean values.
Endnote
[1] Pseudonyms are used
for the purpose of the study.
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