Analyzing the Efficacy of Pre-service Science Teachers' General and Science Teaching in a Science Education Theory Class with Enhanced Student Participation

January 31, 2024  |  Vol.10, No.1  |  PP. 525-537  | PDF

AUTHORS:

Kyunghee Kang, Department of Science Education, Jeju National University, South Korea

KEYWORDS:

Learner Participation, Pre-service Science Teacher, Science Education, Theory, General Teaching Efficacy, Science Teaching Efficacy

Abstract

The purpose of this study was to examine whether an integrated science education class with enhanced learner participation affected on pre-service science teachers' general teaching efficacy and science teaching efficacy. To this end, 29 prospective science teachers were given an integrated science education theory class that strengthened learner participation. Pre-service science teachers set discussion topics related to science education theory through group discussions. Also, a variety of strategies were directly applied to create discussion activities, including the usage of ChatGPT, card games, and the creation of card news. As a result of the t-test between pretest and posttest for general teaching efficacy and science teaching efficacy, there was no statistically significant difference in general teaching efficacy. However, science teaching efficacy was found to be significantly higher in post-test results. Among the general teaching efficacy, the individual teaching efficacy was significantly higher in the post-test, but the expectation of teaching results was lower in the post-test. On the other hand, science professor efficacy was higher in the post-test for both science professor personal efficacy and science professor result expectancy. Science professors, however, were not significantly higher. These results suggest that activities in which pre-service science teachers directly utilize various teaching strategies are effective in increasing teaching efficacy. However, because the process of confirming teaching results was not implemented, it was judged that there was no significant difference in expectations of teaching results. In conclusion, it can be seen that the science education theory class that strengthened learner participation had a positive effect on the improvement of the efficacy of science teaching pre-service science teachers.

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Citations:

APA:
Kang, K. H. (2024). Analyzing the Efficacy of Pre-service Science Teachers' General and Science Teaching in a Science Education Theory Class with Enhanced Student Participation. Asia-pacific Journal of Convergent Research Interchange (APJCRI), ISSN: 2508-9080 (Print); 2671-5325 (Online), KCTRS, 10(1), 525-537. doi: 10.47116/apjcri.2024.01.41.

MLA:
Kang, Kyunghee, “Analyzing the Efficacy of Pre-service Science Teachers' General and Science Teaching in a Science Education Theory Class with Enhanced Student Participation.” Asia-pacific Journal of Convergent Research Interchange, ISSN: 2508-9080 (Print); 2671-5325 (Online), KCTRS, vol. 10, no. 1, 2024, pp. 525-537. APJCRI, http://apjcriweb.org/content/vol10no1/41.html.

IEEE:
[1] K. H. Kang, “Analyzing the Efficacy of Pre-service Science Teachers' General and Science Teaching in a Science Education Theory Class with Enhanced Student Participation.” Asia-pacific Journal of Convergent Research Interchange (APJCRI), ISSN: 2508-9080 (Print); 2671-5325 (Online), KCTRS, vol. 10, no. 1, pp. 525-537, January 2024.


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