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Tesis sobre el tema "Science teachers Science Science teachers Self-efficacy"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 10 de febrero de 2022

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1

Senler, Burcu. "Pre-service Science Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.

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The aim of this study was to examine the relationships among pre-service science teachers&rsquo<br>personality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo<br>self-efficacy and academic self-regulation, and pre-service science teachers&rsquo<br>academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipate

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2

Sunger, Mustafa. "An Analysis Of Efficacy Beliefs, Epistemological Beliefs And Attitudes Towards Science In Preservice Elementary Science Teachers And Secondary Science Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608601/index.pdf.

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The purpose of the study was to analyze preservice science teachers at elementary science teaching and secondary science teaching with respect to their self efficacy beliefs, epistemological beliefs, and attitudes towards science teaching. Preservice elementary science teachers and preservice secondary science teachers who enrolled in Middle East Technical University in Ankara were the sample of this study. Participants of this study were third grade of preservice elementary science teachers and preservice secondary science teachers. The instruments which are, efficacy beliefs, epistemological

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3

Lockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.

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4

Pamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.

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The purpose of this study was (1) to explore pre-service science and mathematics teachers&rsquo<br>levels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public u

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5

Kaya, Fatma. "HOW A SCIENCE METHODS COURSE CHANGES SECONDARY PRESERVICE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS ABOUT SCIENCE AND ENGINEERING PRACTICES." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594471533162242.

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6

Cripe, M. Kathleen Leslie. "A study of teachers' self-efficacy and outcome expectancy for science teaching throughout a science inquiry-based professional development program." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1238273649.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2009.<br>"May, 2009." Title from electronic dissertation title page (viewed 11/29/2009) Advisor, Katharine D. Owens; Committee members, Catharine C. Knight, Xin Liang, Francis S. Broadway, William J. Donovan; Department Chair, Bridgie A. Ford; Dean of the College, Cynthia F. Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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7

Luccioni, Noelle Alexandra. "Elementary students perceptions of their teachers' self-efficacy, interest, and enjoyment of science and science teaching." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/556018.

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Teaching & Learning<br>Ph.D.<br>Current literature reveals that researchers are not using student perceptions as a large component to their data collection nor as an avenue to investigate how students pick up on their teachers’ self-efficacy (SE) for, interest in, and enjoyment of science teaching. In my dissertation, I explored the relationship between teacher beliefs, student perceptions of teacher beliefs, and student beliefs by developing and implementing instrumentation measuring students’ perceptions of their teachers’ SE, interest, and enjoyment for science and science teaching. In an e

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8

Sacici, Semra. "The Interrelation Between Pre-service Science Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615392/index.pdf.

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This study examined preservice science teachers&rsquo<br>conceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers&rsquo<br>conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected

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9

Ng, Wee-Loon. "A study of Singapore female primary teachers’ self-efficacy for teaching science." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/606/.

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According to Bandura, self-efficacy is defined as an individual’s judgment of their capability to organize and execute the courses of action required to attain designated types of performances. It has been proposed that there is a strong relationship between Science teaching efficacy beliefs and Science teaching behaviors (Sarikaya, 2005). Research has shown that the self-efficacy of teachers affects the performance of their students. Female teachers in Singapore primary schools made up more than 80% of the teaching population and with many reports that teachers are shunning Science and that w

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10

Friel, Lindsay S. "The effects of the professional development program entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on teacher self-efficacy beliefs." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1214231562.

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11

Mathew, Nishi Mary. "The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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12

Kerr, Patricia Reda. "Design and validation of a standards-based science teacher efficacy instrument." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155806476.

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13

Logerwell, Mollianne G. "The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4592.

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Thesis (Ph.D.)--George Mason University, 2009.<br>Vita: p. 147. Thesis director: Gary Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 137-146). Also issued in print.

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14

Jay, Jennifer S. "Preservice early childhood teachers' science teaching self-efficacy : the effects of a modeling-microteaching intervention /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988673.

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15

Margot, Kelly. "Teacher Self-Efficacy for STEM Talent Development." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011775/.

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In order to implement more science, technology, engineering, and mathematics (STEM) into K12 classrooms, it is important to find out whether teachers are comfortable with this pedagogy. To determine teachers' current self-efficacy of STEM pedagogy, teachers in a southern state in the United States were asked to enlighten researchers into this phenomenon. Participants were K12 teachers (n = 119) from a public school district undertaking a district-wide STEM initiative. A measure of STEM teacher self-efficacy and a demographic questionnaire were administered online to participants. STEM teacher

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16

Morey, Marilyn K. Jinks Jerry Lee. "The relationships among student science achievement, elementary science teaching efficacy, and school climate." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633423.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Jerry L. Jinks (chair), Paul J. Baker, Norman C. Bettis, Vicky Morgan. Includes bibliographical references (leaves 187-200) and abstract. Also available in print.

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17

Friel, Lindsay Susan. "The Effects the Professional Development Program Entitled Teachers Enhancing Achievement in Math and Science (TEAMS) has on Teacher Self-Efficacy Beliefs." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1214231562.

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18

DeBernardo, Holly S. "Undergraduate Science Education of Pre-Service Teachers: The Relationship to Self-Efficacy of High School Chemistry and Biology Teachers." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341503060.

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19

Kelani, Razacki Raphael E. D. "A professional development study of technology education in science teaching in Benin issues of teacher change and self-efficacy beliefs /." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1238763168.

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Thesis (Ph.D.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Nov. 13, 2009). Advisor: Kenneth Cushner. Keywords: professional development, technology education, self-efficacy-beliefs, teacher change, PCK. Includes bibliographical references (p. 187-210).

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20

Hanson, Deborah L. "Personal definitions of science and the self-efficacy and classroom practice of elementary school teachers." [Bloomington] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239658.

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Thesis (Ed.D.)--Indiana University, School of Education, 2006.<br>Title from PDF t.p. (viewed Dec. 1, 2008). Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3761. Adviser: Valarie Akerson.

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21

Ward, Elizabeth Kennedy. "Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc30425/.

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This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition analysis (LTA), a longitudinal form of analysis that builds on two modeling traditions (latent class analysis (LCA) and auto-regressive modeling). Data were collected using the STEBI-B, MTEBI-r, and the ABNTMS instruments. The findings suggest that LTA is a viable technique for use in teacher efficacy research. Teacher efficacy is modeled as a construct with two dimensions: personal teaching efficacy (PTE) and outcome expectancy

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22

Wilms, Carl E. "How Elementary School Teachers Teach Science: Using Nature of Science to Understand Elementary Teachers's Science Identities and Teaching Practices - A Case Study." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406618458.

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23

West, Robert J. "Teacher Identity and Self-efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427381851.

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24

Al, Sultan Adam Ali. "THE RELATIONSHIP BETWEEN PRE-SERVICE ELEMENTARY TEACHERS’ SCIENTIFIC LITERACY AND THEIR SELF-EFFICACY IN TEACHING SCIENCE." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1290.

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The purpose of this study is threefold. First, this study examined pre-service elementary teachers’ scientific literacy levels. Second, this study examined pre-service elementary teachers’ personal and subject-specific self-efficacy levels toward teaching science. Third, this study investigated the extent to which pre-service elementary teachers’ scientific literacy levels and subject-specific self-efficacy levels are related. This study involved 49 pre-service elementary teachers (4 male and 45 female) registered in two science methods courses at a mid-sized university in the Midwestern Uni

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25

Bender, Kathlyn M. "Everyday Physics: Listening to Pre-Service Teachers Reflect on Learning and Teaching Science Through Inquiry." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1181076412.

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26

Webb, Donna Louise. "Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2337.

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Currently, STEM (science, technology, engineering, and mathematics) is a popular buzz word in P -12 education as it represents a means to advance American competitiveness in the global economy. Proponents of the engineering component of STEM advocate additional benefits in teaching engineering, such as its capacity to engage students in collaboration, and to apply critical thinking, systems thinking, negotiation, and communication skills to solve real-life contextual problems. Establishing a strong foundation of engineering knowledge at a young age will provide students with internal motivatio

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27

Ravikumar, Meera. "Pre-Service Elementary Teachers' Self-Efficacy Beliefs About Science Using Critical Incident Technique: A Case Study Approach." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5843.

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The primary goal of this case study using qualitative and quantitative methods was to investigate pre-service elementary teachers' initial self-efficacy beliefs about science and science teaching by exploring the K-12 science experiences of these prospective elementary teachers. Of the 108 participants who completed the science teaching efficacy belief survey (STEBI-B) (Enochs & Riggs, 1990), 12 participants were selected to be interviewed using Flanagan's (1954) critical incident technique. Participants were asked to share their past positive and negative incidents during their K-12 years wit

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28

Meacham, Colleen. "Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education?" PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4076.

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As technology and our world understanding develop, we will need citizens who are able to ask and answer questions that have not been thought of yet. Currently, high school and college graduates entering the workforce demonstrate a gap in their ability to develop unique solutions and fill the current technology-driven jobs. To address this gap, science needs to be prioritized early in children's lives. The focus of this research was to analyze a science training program that would help pre-school teachers better understand Mind in the Making life skills, the nature of science, science practices

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29

Giza, Brian Humphrey. "Research and development of a training approach combining face-to-face and on-line instruction for improving the technology skills and self-efficacy of science teachers." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts Internaionsl, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3032400.

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30

Joern, William T. "Investigating the relationships between seventh and eighth grade science teachers' background, self-efficacy toward teaching science as inquiry, and attitudes and beliefs on classroom control." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05192009-111233.

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31

Trimmell, Michael David. "The effects of stem-rich clinical professional development on elementary teachers' sense of self-efficacy in teaching science." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704976.

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<p> There is a deficiency of science, technology, engineering, and mathematics (STEM) qualified college graduates to meet current workforce demands. Further, there is a weak pipeline of STEM qualified educators, which are needed to help produce the skilled candidates necessitated by these demands. One program aimed at creating highly qualified STEM teachers was the Raising the Bar for STEM Education in California: Preparing Elementary Teachers in a Model, Scalable, STEM-Rich Clinical Setting (Raising the Bar Program). The Raising the Bar professional development program focused on addressing d

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32

Cooper, Teo O. H. "Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1779.

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The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretic

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33

Tinnin, Richard K. "The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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34

Burrell, Sandra Charlene. "Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.

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The problem at a local science, technology, engineering, mathematics (STEM) charter high school in this study, was that non-STEM teachers lacked the self-efficacy and background knowledge to integrate mathematics into their content-specific instructional activities. The goal of this study was to explore non-STEM teachers' self-efficacy for integrating mathematics across the STEM charter high school's curriculum. The conceptual framework of self-efficacy informed the study. A case study research design was chosen to develop an in-depth understanding of the problem. . Twelve of the 16 local scho

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35

Sasser, Selena K. "EFFECT OF STRUCTURE IN PROBLEM BASED LEARNING ON SCIENCE TEACHING EFFICACY BELIEFS AND SCIENCE CONTENT KNOWLEDGE OF ELEMENTARY PRESERVICE TEACHERS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/846.

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This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qu

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36

Fanning, Ashley. "Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2731.

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Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around th

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37

Sarikaya, Hilal. "Preservice Elementary Teachers&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605301/index.pdf.

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This study intended to explore preservice elementary teachers&rsquo<br>science knowledge level, attitude toward science teaching and their efficacy beliefs regarding science teaching. In addition, the contribution of science knowledge level and attitudes toward science teaching on Turkish preservice elementary teachers&rsquo<br>efficacy beliefs was investigated. The present study was conducted at the end of the spring semester of 2003- 2004 academic year with a total number of 750 (n=531 females<br>n=216 males<br>and n=3 gender not provided) fourth-year preservice elementary teachers who enrol

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38

Rhyne, Brenda. "Urban middle school students' perceptions of math and science teachers' caring behaviors and students' self reports of academic competence /." Online version of thesis, 2007. http://hdl.handle.net/1850/4891.

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Stephenson, Robert Louis. "Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3840.

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The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the se

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40

Schillinger, Tammy. "Mathematical Instructional Practices and Self-Efficacy of Kindergarten Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2101.

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A local urban school district recently reported that 86% of third graders did not demonstrate proficiency on the Math Standardized Test, which challenges students to solve problems and justify solutions. It is beneficial if these skills are developed prior to third grade. Students may be more academically successful if kindergarten teachers have moderate to high self-efficacy when teaching lessons that focus on justifying solutions. Bandura's self-efficacy theory was incorporated into this study as the conceptual framework lens. Research questions were designed to investigate kindergarten teac

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41

Hefty, Eunice Ann. "Examining motivations, efficacy and interest in graduate study among teacher participants of a summer institute /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Cone, Neporcha T. "The effects of community-based service-learning on preservice elementary teachers' self-efficacy beliefs about equitable science teaching and learning." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001731.

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Ritter, Jennifer M. "The development and validation of the self-efficacy beliefs about equitable science teaching and learning instrument for prospective elementary teachers." Adobe Acrobat reader required to view the full dissertation, 1999. http://www.etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-7/index.html.

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Glackin, Melissa. "Teaching science outside the classroom : the role of teachers' beliefs and teacher efficacy during a two-year professional development programme." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/teaching-science-outside-the-classroom-the-role-of-teachers-beliefs-and-teacher-efficacy-during-a-twoyear-professional-development-programme(c274fba5-9e2f-490b-9e27-e3b62867235d).html.

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Teaching outside is an important pedagogical strategy, however it is rare to find a secondary science teacher who uses the technique more than occasionally. This thesis explores the role that science teachers’ beliefs and teacher efficacy have on their pedagogical practice outside the classroom. Furthermore, in the context of a two-year outdoor science professional development programme underpinned by a social constructivist pedagogical framework, the study investigates professional development strategies influential on teachers’ beliefs and teacher efficacy and eventual pedagogical practice.

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Nolan, Margaret D. "The impact of an immersive professional development program on K-8 inservice teachers' planning and implementation of reform based science lessons and self-efficacy for teaching science in the classroom." Thesis, Boston University, 2012. https://hdl.handle.net/2144/19691.

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Thesis (Ed.D.)--Boston University<br>Although reform measures in science education have been promoted for over a decade, teachers' instruction in the K-8 science classroom remains unaligned with the principles of reformed teaching outlined in the national standards. K-8 teachers continue to rely on traditional teaching methods such as teacher telling, worksheets and memorization that are ineffective in developing student's ability to reason scientifically. These findings support the notion that change is needed in how professional development programs prepare K-8 teachers to implement reform b

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46

Nolan, Margaret D. "The impact of an immersive professional development program on K-8 inservice teachers' planning and implementation of reform based science lessons and self-efficacy for teaching science in the classroom." Thesis, Boston University, 2014. https://hdl.handle.net/2144/12934.

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Thesis (Ed.D.)--Boston University<br>Although reform measures in science education have been promoted for over a decade, teachers' instruction in the K-8 science classroom remains unaligned with the principles of reformed teaching outlined in the national standards. K-8 teachers continue to rely on traditional teaching methods such as teacher telling, worksheets and memorization that are ineffective in developing student's ability to reason scientifically. These findings support the notion that change is needed in how professional development programs prepare K-8 teachers to implement reform b

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47

Lekhu, Motshidisi Anna. "ASSESSING THE TEACHING EFFICACY BELIEFS OF SCIENCE TEACHERS IN SECONDARY SCHOOLS IN THE FREE STATE PROVINCE." Thesis, Bloemfontein: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/245.

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Thesis (D. Phil. (Humanities)) -- Central University of Technology, Free State, 2013<br>The purpose of this study was to assess the science teaching efficacy of the Physical Science teachers in the secondary schools of the Free State province of the Republic of South Africa. Quantitative and qualitative methods were employed to gather data for this study. It was aimed at determining the effect of the demographic factors and the teachers’ level of preparedness regarding content knowledge and assessment skills on science teaching efficacy. The sample consisted of 190 Physical Science teachers. T

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48

Langenhoven, Keith Roy. "The effectiveness of an argumentation instructional model in enhancing pre-service science teachers’ efficacy to implement a relevant science indigenous knowledge curriculum in Western Cape classrooms." University of the Western Cape, 2014. http://hdl.handle.net/11394/4396.

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Philosophiae Doctor - PhD<br>The study investigated the impact of a dialogical argumentation instructional model (DAIM) as an intervention teaching strategy to assist pre-service science teachers to implement integrated science-indigenous knowledge (IK) lessons during their seven week block teaching practice at schools in the Western Cape. This imperative is found in Specific Aim 3 of the Curriculum and Assessment Policy Statement (CAPS) of the South African School Curriculum (Department of Basics Education, 2011). The study focussed on the pre-post conceptions of pre-service science teachers’

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Fish, Terence Charles. "Relationship between managing teamwork with teachers and building self confidence for science learning among children." Thesis, University of Southampton, 1994. https://eprints.soton.ac.uk/192423/.

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The purpose of this study was to investigate the factors and strategies which enable pupils to focus their minds on the conceptual issue being taught, and how teachers may build and maintain the pupils' self confidence in articulating scientific ideas. The study focused on the work of the science department in a boys' 12 to 16 comprehensive school in Southern England, where the researcher was Head of the Faculty of Science and Technology. This was an ethnographic case study where the researcher was a participant observer in action research. The research focused on national curriculum years 8 a

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Kazempour, Mahsa. "Exploring attitudes, beliefs, and self efficacy of pre-service elementary teachers enrolled in a science methods course and factors responsible for possible changes." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324538.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3013. Adviser: Valarie L. Akerson.

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