THE INTERRELATION BETWEEN PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF TEACHING AND LEARNING, LEARNING APPROACHES AND SELF-EFFICACY BELIEFS
Abstract
- The purpose of this study was to investigate the interrelation between pre-service science teachers’ conceptions of teaching and learning, learning approaches and self-efficacy beliefs in Sagaing University of Education. Correlational research design was used in this study. A total of 858 preservice science teachers from different BEd courses were randomly selected as participants. In order to collect and analyze data, four surveys were used in this study. They are “Draw-AScience-Teacher-Test Checklist (DASTT-C)”, “Teaching and Learning Conceptions Questionnaire (TLCQ)”, “Learning Approach Questionnaire (LAQ)” and “Science Teaching Efficacy Belief Instrument (STEBI-B)”. Based on the research findings of “Draw-A-ScienceTeacher-Test Checklist (DASTT-C)”, 30% pre-service science teachers expressed that they will utilize student-centered instruction, 21.4% pre-service science teachers expressed that they will utilize teacher-centered instruction, and 48.6% pre-service science teachers expressed that they will utilize both student-centered and teacher-centered instruction when they become science teachers. It was also found that they had constructivist conceptions of teaching and learning, and they learned science subjects by meaningful learning approach. Therefore, they had both personal science teaching efficacy and science teaching outcome expectancy. Finally, it was also found that “Constructivist Conception” was moderately and significantly correlated with “Meaningful Learning Approach” (r=.375, p<0.01), positively correlated with “Personal Science Teaching Efficacy” (r=.346, p<0.01) and “Science Teaching Outcome Expectancy” (r=.229, p<0.01). On the other hand, “Traditional Conception” was highly related to “Rote Learning Approach” (r=.668, p<0.01), negatively and significantly correlated with “Personal Science Teaching Efficacy” (r=-.346, p<0.01) and “Science Teaching Outcome Expectancy” (r=-.134, p<0.01) in selected courses. Therefore, teacher educators from Sagaing University of Education should instruct their students to develop constructivist conceptions of teaching and learning and encourage them to use meaningful learning approach in their learning. Only then, they will increase their personal science teaching efficacy and science teaching outcome expectancy and they can teach science subjects effectively when they become science teachers. Further research needs to be expanded to other Universities of Education and Education Colleges in our country.
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Year
- 2020
Author
-
Thida Soe
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)