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http://dx.doi.org/10.15523/JKSESE.2019.12.1.109

The Effects of Experience as a Science Experiment Assistant Teacher on the Science Instruction Anxiety and the Science Teaching Efficacy Beliefs of Elementary Pre-service Teachers in Small Scale School  

Shin, Ae-Kyung (Jeju National University)
Publication Information
Journal of the Korean Society of Earth Science Education / v.12, no.1, 2019 , pp. 109-118 More about this Journal
Abstract
The purpose of this study was to investigate the effects of experience as a science experiment assistant teacher on the science instruction anxiety and the science teaching efficacy beliefs of elementary pre-service teachers in a small scale school. For this study, 21 elementary pre-service teachers were selected and then they worked as science experiment assistant teachers in small scale schools for about 10 months. They were tested the science instruction anxiety and the science teaching efficacy beliefs in before and after. After analyzing the tests results, some pre-service teachers were interviewed. The results of this study are as follows. The experiences as science experiment assistant teachers positively influenced on reducing the science instruction anxiety to elementary pre-service teachers. The experiences also had positive effects on reducing both state anxiety and trait anxiety, which are the sub-factors of science instruction anxiety. In addition, the science teaching efficacy beliefs and its sub-factor, the self-efficacy in science teaching, had positive impacts, but the experiences did not have a positive impact on the outcome expectancy. The effects of the experience as a science experiment assistant teacher were different according to the personal experiences and cognitions of pre-service teachers.
Keywords
elementary pre-service teacher; experience as a science experiment assistant teacher; science instruction anxiety; science teaching efficacy beliefs;
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Times Cited By KSCI : 4  (Citation Analysis)
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