The European Conference on Education 2016
Official Conference Proceedings
Dublin Core
Title
The European Conference on Education 2016
Official Conference Proceedings
Official Conference Proceedings
Subject
The European Conference on Education 2016
Official Conference Proceedings
Official Conference Proceedings
Description
The behavior of teachers in the achievement of educational goals has invisible
complement known as teacher beliefs. In science education, the teachers’ beliefs are
not left out in leading the students to have a strong belief of succeeding in scientific
processes which includes; observing qualities, measuring quantities,
sorting/classifying, inferring, predicting, experimenting and communicating. These
skills involves in a system known as the science literacy which has become a well
recognized global educational slogan and contemporary educational goal. In view of
this, the study focuses on path analysis of the effects of science literacy and science
process skills on
pre-service science teachers’ efficacy beliefs. The study sample
involved an intact class of pre-service science teachers in a college of education,
south-western, Nigeria. The study answered two research questions in which teachers’
efficacy beliefs was predicted by science literacy and science process skills. There
was an alternate role of being extraneous and predictors by science literacy and
science process
skills in the research questions. The data analyzed revealed significant
relationship among the three variables which is greater between science process skills
and teachers’ efficacy beliefs. Path analysis skewed towards the direction in which
science literacy was the predictor of both science process skills and science teachers’
efficacy beliefs. The study was concluded on the need for pre-service teachers’ access
to sources of positive experiences in teacher education. Intervention programs in
teacher training were also raised for further studies to alleviate the teacher efficacy
beliefs.
Keywords:
Science literacy, Science process skills, Teachers’ efficacy beliefs,
Teacher training, Intervention programs
complement known as teacher beliefs. In science education, the teachers’ beliefs are
not left out in leading the students to have a strong belief of succeeding in scientific
processes which includes; observing qualities, measuring quantities,
sorting/classifying, inferring, predicting, experimenting and communicating. These
skills involves in a system known as the science literacy which has become a well
recognized global educational slogan and contemporary educational goal. In view of
this, the study focuses on path analysis of the effects of science literacy and science
process skills on
pre-service science teachers’ efficacy beliefs. The study sample
involved an intact class of pre-service science teachers in a college of education,
south-western, Nigeria. The study answered two research questions in which teachers’
efficacy beliefs was predicted by science literacy and science process skills. There
was an alternate role of being extraneous and predictors by science literacy and
science process
skills in the research questions. The data analyzed revealed significant
relationship among the three variables which is greater between science process skills
and teachers’ efficacy beliefs. Path analysis skewed towards the direction in which
science literacy was the predictor of both science process skills and science teachers’
efficacy beliefs. The study was concluded on the need for pre-service teachers’ access
to sources of positive experiences in teacher education. Intervention programs in
teacher training were also raised for further studies to alleviate the teacher efficacy
beliefs.
Keywords:
Science literacy, Science process skills, Teachers’ efficacy beliefs,
Teacher training, Intervention programs
Creator
O.E Ogunseemi
A.A Ojo
A.A Ojo
Files
Collection
Citation
O.E Ogunseemi
A.A Ojo, “The European Conference on Education 2016
Official Conference Proceedings,” Portal Ebook UNTAG SURABAYA, accessed May 14, 2024, https://ebook.untag-sby.ac.id/items/show/686.