A Study on Science Teaching Efficacy Beliefs During Pre-Service Elementary Training

Authors

Abstract

Two science teaching workshops for students of the Elementary Teacher Education Degree Course at the University of Anonymous are discussed, one based on scientific investigation methods and the other on “traditional” teaching methods. A questionnaire aimed to understand the teaching styles preferred by students, their reasons for learning/teaching science and their ideas about the difficulties a teacher faces when planning and trying out science teaching activities in class was completed by the students before, during and after the workshops. The answers given by the students were analyzed using cluster analysis methods. The answers given by the students to the questions in the initial and intermediate questionnaire indicate that trainee teachers recognize the importance of teaching scientific subjects in elementary school. However, the self-perception of their abilities and opportunities to effectively teach science is fairly negative, both before and after attending the “traditional” type teaching workshop. After doing the IB teaching workshop and holding several days of science fairs most of the student negative perceptions have changed into positive ones. A better general understanding of the fundamental role played by the teacher in encouraging the natural curiosity of children and offering scientific activities based on everyday life experiences was observed.

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Author Biographies

Claudio Fazio, University of Palermo, Italy

Claudio Fazio, PhD, is associate professor in Physics Education and History of Physics at the University of Palermo, Italy. He leads the University of Palermo Physics Education Research Group and is member of the GIREP (International Research Group in Physics Education) Board. His research interests are currently focused on the study of the effects of active learning strategies on the development of students’ critical cognitive skills, on the use of laboratory and simulation environments in Physics Education, and on the development and use of quantitative analysis methods to study the effects of Teaching/Learning sequences on students’ conceptual understanding and on the development of cognitive skills and scientific attitude.

Benedetto Di Paola, University of Palermo, Italy

Benedetto Di Paola, PhD, is assistant professor in Mathematics Education at the University of Palermo, Italy. His main research interests deal with the analysis of didactic and epistemological obstacles in the transition from arithmetic to algebraic language, with an historical /epistemological and cultural approach, and with the implementation of quantitative and qualitative methods studying teaching/learning processes at all schooling levels.

Onofrio Rosario Battaglia, University of Palermo, Italy

Onofrio Rosario Battaglia, PhD, graduated at the University of Palermo, Italy, with a master degree in Electronic Engineering and successively he earned a PhD in Physics Education. He is assistant professor in Physics Education at the University of Palermo, Italy, where he teaches General Physics and Physics Education. His research activity is in the field of Physics Education, with particular reference to the use of laboratory and simulation in Physics Education and to the development and use of quantitative analysis methods for educational research.

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Published

2020-10-13

How to Cite

Fazio, C., Di Paola, B., & Battaglia, O. R. (2020). A Study on Science Teaching Efficacy Beliefs During Pre-Service Elementary Training. International Electronic Journal of Elementary Education, 13(1), 89–105. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1138

Issue

Vol. 13 No. 1 (2020): IEJEE

Section

Articles