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http://dx.doi.org/10.14697/jkase.2012.32.3.467

Changes of Preservice Biology Teachers' Pedagogical Knowledge and Science Teaching Efficacy Belief through Science Pedagogy Course  

Kim, Sun-Young (Chosun University)
Publication Information
Journal of The Korean Association For Science Education / v.32, no.3, 2012 , pp. 467-476 More about this Journal
Abstract
This study explored changes of preservice biology teachers' pedagogical knowledge and science teaching efficacy belief after the science pedagogy course. Preservice biology teachers who did not take any science pedagogy courses had an opportunity to engage in discussions of educational theories and group activities of instructional design utilizing science instructional models as a first step to develop practical knowledge. These preservice teachers represented a statistically significant increase in their scores on pedagogical knowledge including theory, student development, planning, and implementation, but no statistical difference in their scores measuring science teaching efficacy belief. In addition, the correlation results indicated that the science teaching efficacy belief is related to implementation even though the magnitude is relatively moderate.
Keywords
preservice biology teacher; science pedagogy course; pedagogical knowledge; science teaching efficacy;
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