Preservice Elementary Teachers Self efficacy Beliefs and Their Conceptions of Photosythesis and Inheritance

The purpose of this study was to examine preservice elementary teachers’ understanding of the concepts of photosynthesis and inheritance, to explore their self-efficacy beliefs in the teaching of science, and to investigate the relationship between these two issues. Data was gathered through the use of a misconception instrument and science teaching efficacy beliefs instruments. Seventy-nine preservice elementary teachers participated in this study. The results showed that participants held alternative conceptions regarding photosynthesis and inheritance and have generally positive self-efficacy beliefs regarding science teaching. The results also suggested that those participants with fewer alternative conceptions regarding photosynthesis had relatively high personal science teaching efficacy. Teachers are clearly a central component for student success in learning science; however, in 1983, Feistritzer and Boyer reported that among elementary teachers, understanding science concepts was at a low level. Previous studies have shown that elementary teachers often have negative attitudes toward science (Shrigley, 1974), have science anxiety (Czerniak & Chiarelott, 1990), have low science interest (Tilgner, 1990), and do not have confidence in their ability to teach science (DeTure, Gregory, & Ramsey, 1990). Studies also have found that elementary teachers generally possess a low level of knowledge regarding the concepts, facts, and skills concerning science (Stevens & Wenner, 1996; Victor, 1962; Wenner, 1993). A number of studies have documented that both preservice and inservice elementary teachers frequently hold alternative conceptions (or misconceptions) for a variety of science concepts and harbor misunderstandings (Atwood & Atwood, 1996; Schoon, 1993; Schoon & Boone, 1998). This often causes elementary teachers to avoid teaching science to children (Czerniak & Chiarelott, 1990; Westerback, 1982) or to spend less time teaching science in comparison to other subjects (Westerback, 1982).
Journal of Elementary Science Education


Preservice elementary teachers beliefs about science teaching
Yılmaz Tüzün, Özgül (2008-01-01)
In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers’ self-reported comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques, and science content. Participants included 166 preservice teachers from three different US universities. Analyses revealed significant correlations among participants’ confidence level with assessment techniques, classroom management, teaching methods, and...
Preservice elementary teachers' science knowledge, attitude toward science teaching and their efficacy beliefs regarding science teaching
Sarıkaya, Hilal; Çakıroğlu, Jale; Department of Secondary Science and Mathematics Education (2004)
This study intended to explore preservice elementary teachers̕ 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 teachers̕ 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; n=216 males; and n=3 gende...
Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues
Ozturk, Nilay; Yılmaz Tüzün, Özgül (2017-12-01)
This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1...
Preservice Science Teachers’ Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning
Topçu, Mustafa Sami; Yılmaz Tüzün, Özgül; Sadler, Tory D. (2009-04-17)
The aim of this study was to explore Preservice Science Teachers’ (PSTs) informal reasoning and the factors influencing their informal reasoning. Constant comparative method (Glaser & Strauss, 1967) and seven socioscientific issues (SSI) were used to explore informal reasoning and influencing factors. Three SSI dealt with gene therapy and the other three issues dealt with cloning. The last issue dealt with global warming. Two interview protocols were used in the present study. Informal Reasoning Inte...
Preservice Science Teachers' Beliefs about Application of Science Process Skills: A Case Study
Yılmaz Tüzün, Özgül (2012-04-01)
The purpose of this study was to investigate preservice science teachers' (PSTs) beliefs about scientific process skills (SPS) and application of SPS during microteaching session. A case study approach was used. Participants were elementary PSTs enrolled in the practice teaching in elementary education course. Findings revealed that PSTs were not proficient in teaching SPS to students, however, their beliefs about SPS were found as satisfactory. After examining 200 lesson plans, it was observed that 77 of t...
Citation Formats
J. Çakıroğlu, “Preservice Elementary Teachers Self efficacy Beliefs and Their Conceptions of Photosythesis and Inheritance,” Journal of Elementary Science Education, pp. 1–14, 2002, Accessed: 00, 2021. [Online]. Available: 0.