出版社：International Council of Associations for Science Education (ICASE)
摘要：Fifty-five American preservice elementary teachers’ personal science teaching efficacy (PSTE) beliefs, science anxiety (SANX) levels, and common science misconceptions were investigated during a science methods course. A significant increase in the PSTE scores and a slight -but statistically insignificant- decrease in the SANX scores were detected during the course. Consistent with Bandura’s social cognitive theory, the inclusion of inquiry activities and micro-teaching experiences into science methods course contributed to positive changes in preservice teachers’ beliefs regarding science teaching. On the other hand, a majority of the participants possessed several misconceptions about basic science topics. It was concluded that, similar to mastery experiences as a source of efficacy beliefs, participants’ unawareness of their science misconceptions contributed to enhancement of their personal science teaching efficacy beliefs.
