Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences

Innovative Chemistry Learning Model to Improve Argumentation Skills and Self-Efficacy

“…Driver et al [17] have identified one of the key obstacles to learning in the classroom argue is the lack of pedagogical skills of teachers in organizing argumentative discourse in the classroom and this can have consequences lack of opportunities given to students to practice argue in class. Some research has shown that teachers do not understand the basics of epistemological arguments and they have the knowledge and pedagogical skills were limited, especially in designing learning activities to support the effective engagement of argumentation skills for their students [18][19][20][21] . Several previous studies have also shown they lack the ability to argumentation skills teacher student [22][23][24][25][26][27] .…”

“…Self-efficacy is needed in the implementation of arguing skills. Self-efficacy is important because it can affect cognition, motivation, affective processes and in the end that person's behavior [21,29,30] . Jerald [31] has revealed that teachers who have high self-efficacy tend to have shown a higher level in terms of planning and organizing, more open to new ideas, and more willing to experiment with new methods in order to meet the needs of students.…”

“…Jerald [31] has revealed that teachers who have high self-efficacy tend to have shown a higher level in terms of planning and organizing, more open to new ideas, and more willing to experiment with new methods in order to meet the needs of students. Several previous studies have supported the importance of the concept of self-efficacy in relation to the performance of students, academic achievement, attitude towards the chemistry, problem solving skills and communication skills [21,[32][33][34][35] . Preliminary studies in Graduate Program of Chemistry Education in Mulawarman University, has shown that in general self-efficacy chemistry student teachers to study of organic chemistry is quite.…”

“…An implementation argumentation skill in learning requires teachers who understand the process of argumentation and self-efficacy beliefs about the benefits of good argumentation in science learning. However, knowledge about the strategies that can improve the use of argumentation skills, knowledge pedagogical argumentation skills and self-efficacy of teachers to teach science through argumentation is still limited [21] . Therefore, efforts to develop a model that can integrate argue skills and self-efficacy.…”

Prior Self-Efficacy Interacts with Experiential Valence to Influence Self-Efficacy among Engineering Students: An Experimental Study

“…Because selfefficacy refers to believing in one's own capability to perform chosen tasks, this belief influences choice of activities, degree of effort expended, and persistence of effort (Bandura, 1986). Theoretical and empirical evidence suggest that self-efficacy might serve as a very powerful construct for predicting behavior and task performance (e.g., Barbeite & Weiss, 2004;Bilgin, Karakuyu, & Ay, 2015;Diseth, 2011;Jackson, 2002;Luszczynska, Scholz, & Schwarzer, 2005;Ogan-Bekiroglu & Aydeniz, 2013;Saçkes, Trundle, Tuckman, & Krissek, 2012). Bandura (1997) further points out that a mastery experience constitutes a major source of self-efficacy in that it generates confidence in having the raw knowledge, skills, and experience to successfully reach a goal or complete a task.…”