• Journal of Science Education
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• v.35 no.1
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• pp.13-22
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• 2011

There is an increasing emphasis on science teaching in inclusion education setting, but still few research and practice in science education field including science teacher training course as well. It is well known that teaching efficacy of teacher is an important factor to influence teaching behavior and students' learning, but it is hard to find related studies about self-efficacy on teaching science for the disabled students. In this study pre-service science teachers' self-efficacy on science teaching for the disabled students was investigated and analyzed. For this a questionnaire consisted of 3 sub-scale like learning efficacy scale, teaching efficacy scale, and outcome expectancy scale was enacted to 97 pre-service science teachers. As a result, pre-service science teachers showed relatively low efficacy in teaching but showed positive learning efficacy and outcome expectancy. There was no meaningful difference in distribution of efficacy belief by gender, however the experience of teaching science for the disabled students made difference in outcome expectancy. From this study the implication for science teacher training course was inferred to meet the needs for science education in inclusion setting.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.135-158
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• 2013

The purpose of this study was to investigate the relationships between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. A total of 294 pre-service early childhood teachers responded to a questionnaire that examined their pedagogical content knowledge in science teaching, attitude toward science, and science teaching efficacy belief. The results of this study were as follows: First, teachers had average pedagogical content knowledge in science teaching. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Second, the teachers' recognition was below average in attitude toward science and science teaching efficacy belief. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Third, a meaningful statistical relationship was found between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. As the score of pre-service early childhood teachers in pedagogical content knowledge in science teaching became higher, the score in attitude toward science and science teaching efficacy belief became higher.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.465-473
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• 2010

The purpose of this study was to explore the impact of scientific inquiry-based peer teaching experience on pre-service elementary teachers' science teaching efficacy, anxiety to science and attitude toward science. The participants of this study included 118 pre-service teachers. The pre-post paired t-test design was implemented to examine the effect of this program. In addition, the semi-structured interviews were carried out for investigating their changes of affective characteristics. The result of this study showed that inquiry-based peer teaching provided pre-service teachers with the opportunities to enhance their science teaching efficacy and attitude toward science and reduce their anxiety to science. The findings imply that it is possible to meaningfully change elementary teachers' affective characteristics when effective strategies are adequately adopted.

• Journal of Engineering Education Research
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• v.20 no.1
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• pp.3-9
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• 2017

This study examined 39 elementary teachers' perceptions on the frontier science teaching and their teaching efficacy. The results showed: elementary teachers were interested in and were well aware of the importance of the frontier science in human life and in this society. They also agreed with the necessity of teaching frontier science in elementary school. They, however, had perceptions that frontier science may not be appropriate for the level of elementary students. Moreover, the poor educational environment may act as constraints for frontier science teaching. The change of elementary teachers' teaching efficacy(t=-13.67, p<.01) was statistically significant after their participation of developing STEAM program on frontier science and practicing its lessons.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.183-192
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• 2000

The purpose of this study is to investigate the effects of portfolio system on science teaching efficacy beliefs. From Chongju National University of Education, 83 subjects were selected. All of them are college sophomores, and 5 of them are males. The portfolio system developed by the researcher had been administered during the 1st semester of 1999. Korean Science Teaching Efficacy Beliefs Instrument (K-STEBI) was administered before and after portfolio instruction. Some parts of students portfolios were analyzed qualitatively in terms of elementary science teaching confidence. After portfolio instruction, students' science teaching efficacy beliefs increased statistically meaningfully. Elementary science teaching confidence and positive attitudes toward portfolio system also showed marked increase. Portfolio system seems to be effective in fostering pre-service elementary teachers' science teaching efficacy beliefs, and be a powerful tool for teacher education.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.86-92
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• 2010

Although constructivist assessment has been emphasized by many science educators, most elementary school teachers are still not familiar with this. In order to investigate the causes of this problem, we examined the perceptions of pre-service elementary school teachers toward constructivist science assessment and the relationships among the perceptions toward constructivist science assessment, the views on science teaching and learning, science teaching efficacy beliefs, and the perceptions toward constructivist science learning environment. Analyses of the results revealed that the perceptions of pre-service elementary school teachers toward constructivist science assessment were higher than those of the elementary school teachers reported previously. The results of a stepwise multiple regression analysis indicated that the views on constructivist science teaching and learning and personal science teaching efficacy beliefs were the significant predictors of the perceptions toward constructivist science assessment.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.389-402
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• 2023

The purpose of this study is to investigate the structural relationship between pedagogical content knowledge (PCK), grit, and teaching efficacy perceived by elementary school science teachers. Based on the results of the literature review, PCK was divided into knowledge domain and enactment domain, and these two domains were set as exogenous latent variables to investigate the structural relationship between PCK and teaching efficacy. In addition, teachers' grit was added to the structural equation model as an exogenous latent variable to investigate the effect of teachers' knowledge, enactment, and grit on teaching efficacy. Upon confirming the structural relationship between PCK and teaching efficacy, it was found that a high correlation between knowledge and enactment, and that knowledge had a greater effect on teaching efficacy than enactment. Furthermore, upon confirming the structural relationship between PCK, grit, and teaching efficacy, both knowledge and grit were found to have a statistically significant effect on teaching efficacy, while the relationship between enactment and teaching efficacy was not statistically significant. Based on the results of these studies, we discussed ways to strengthen teacher expertise and teaching efficacy in elementary school science classes and the meaning of grit in the field of teacher expertise.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.37-47
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• 2023

The purpose of this study is to analyze the influence and structural relationship of variables related to science teaching professionalism. These variables set up learning organizational culture as exogenous variables and science epistemological beliefs and science teaching efficacy as endogenous variables. For this study, a survey was conducted with 499 elementary science teachers from Seoul and Gyeonggi province participating. The results of this study are as follows: Science epistemological beliefs and science teaching efficacy were found to directly affect science teaching professionalism. In addition, learning organizational culture perceived by the teachers did not show significant effects on the science teaching professionalism, but it was found that it has direct significant effects on science epistemological beliefs and science teaching efficacy. Based on the results of this study, which examines the structural relationship between learning organizational culture, science epistemological beliefs, science teaching efficacy and science teaching professionalism. we deem that it is necessary to consider internal factors of teachers as well as ways to improve learning organizational culture.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.165-173
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• 2019

This study purposes to figure out the effects of applying discussion-based science class on concept of science achievement and science teaching efficacy. This study established an twelve-week period of experimental treatment from April to June 2019, and the students who participated in this study formed a research group consisting of 27 students in the first semester of the second year of the B University of Education. and taking courses in 'elementary Science Textbook Research 1' For the classes applying discussion-based science class, the analysis was made on 2015 revised curriculum, and 12th process-centered performance assessment based on discussion. The developed data had designed to develop concept of science achievement and science teaching efficacy. The study group applied process-centered performance assessment based on discussion science class, so unaffectedly study group could improve their concept of science achievement and science teaching efficacy. B University of education is singleness class that doesn't have compare group, so this study is constituted only study group. Applying based-discussion science class to study group, before and after concept of science concept test, science teaching efficacy test is performed. The results of the study were as follows. First, the study group applied discussion-based science class had statistically significant differences in concept of science achievement (p<.05). Second, the study group applied discussion-based science class had statistically significant differences in science teaching efficacy(p<.05). Third, after discussion-based science class of pre-service teachers have a very good feeling. Through such study results, the study could figure out that the class applying discussion-based science class has positive effect on concept of science achievement and science teaching efficacy.

• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.43-58
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• 2014

The purpose of this study was to investigate the effect on child care teachers' self-efficacy in teaching science. Subjects were 297 childhood teachers who were working at a day care center. The data were collected by using three questionnaires(Science Teaching Efficacy Belief Instruments, Inventory of Science Attitude, and Attitude Test for Child Care Teachers). The data were analyzed by Pearson's correlation and step-wise Regression. The results of this study are as follows; First, there were positive correlations between aptitude for child care teacher and self-efficacy in teaching science. Second, there were positive correlations between science attitude and self-efficacy in teaching science of child care teachers. Third, the significant predictors of self-efficacy in teaching science were interest in science, social value of science, interpersonal relationship management abilities, and positive emotions. The results of this study can be used to develop effective teacher training programs for early childhood science education.