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Science Teaching Practice and Science Teaching Efficacy Beliefs by Development of Elementary School Teachers' Pedagogical Content Knowledge  

Lim, Cheong-Hwan (Department of Science Education, Daegu National University of Education)
Publication Information
Journal of the Korean earth science society / v.24, no.4, 2003 , pp. 258-272 More about this Journal
Abstract
This study explored the effectiveness of science teaching practice and science teaching efficacy beliefs by development of elementary school teachers' pedagogical content knowledge. Three research questions are formulated: 1) Is there any relationship between the development of teachers' pedagogical content knowledge and the science teaching efficacy beliefs? 2) How does the development of teachers' pedagogical content knowledge affect the science teaching practice? 3) How do the science teaching efficacy beliefs affect the science teaching practice? 120 subjects were chosen in 53 public elementary schools. Quantitative and qualitative data were collected and analyzed to triangulate the results. Results indicate that the development of teachers' pedagogical content knowledge and science teaching efficacy beliefs are more developed in accordance with teachers' teaching career and academic career are increased. There are significant relationships between teachers' science pedagogical content knowledge and science teaching efficacy beliefs. The more the teachers' pedagogical content knowledge, the more confident in science teaching practice. The more the science teaching efficacy beliefs, the more confident in science teaching practice. Also these teachers tried to present teaching objectives and learning problems in the beginning stages of science lessons, and they tried to review each learning stage.
Keywords
science pedagogical content knowledge; science teaching practice; science teaching efficacy beliefs; teaching objectives;
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