Investigating Pre-Service Science Teachers’ Self-Efficacy Beliefs for Teaching Science Through Engineering Design Processes

Abstract

The school system in Oman faces a problem in educating students in integrated science, technology, engineering and mathematics activities. This statement, in part, stems from science teachers' preparation programs. This study was aimed to close a research gap in Oman by investigating science pre-service (trainee/student) teachers' self-efficacy beliefs for teaching science by using engineering design processes. A self-efficacy beliefs for teaching as engineering design questionnaire was developed and utilized for measuring science trainee teachers' self-efficacy beliefs for teaching science by engineering design methods. A descriptive approach with quantitative data collection was used as a design of the study. A sample of 73 students at Sultan Qaboos University participated voluntarily. The results showed that student teachers believed themselves to be highly successful in teaching science. BSc program trainee teachers had higher perceptions of themselves as highly successful in teaching science with regard to personal self-efficacy beliefs and in two scales in outcome expectations for science teaching in the new manner than did trainee teachers with a teacher qualification diploma. Regarding gender and major, there was no statistically significant difference in trainee teachers' self-efficacy beliefs. Contributions to research and future perspectives of the study findings on improving science teaching and learning are discussed.

Science teachers’ perceptions of pedagogical learning theories in relation to their classroom practices

“…In 2016, the BSc in science education at Sultan Qaboos University was recognized by the National Science Teachers Association (NSTA) and accredited by the National Council Accreditation of Teacher Education (NCATE), which is now known as the Council for the Accreditation of Educator Preparation (CAPE). This accreditation offers evidence that the science teacher program in Oman meets high standards in science teaching, and that the reforms related to the teaching and learning of science in Omani schools have borne fruit (Shahat et al, 2022a).…”

“…This program aims to produce science teachers with a strong scientific knowledge base who are able to teach general sciences in lower secondary schools and biology, physics, and chemistry in upper secondary schools. The science teachers' program at Sultan Qaboos University is designed to be completed in four years (eight semesters) (Shahat et al, 2022a).…”

“…There is cooperation among the different teacher training providers in Oman in the specifications of courses in order to integrate the Cambridge science curricula within schools in Oman (Shahat et al, 2022a). All the courses offered to student teachers focus on…”

“…science, mathematics, technology, psychology, and educational foundations. During the later stages of the program, the student teachers are exposed to real classroom situations through which they learn to experiment to determine the effectiveness of the teaching skills they have learned (Shahat et al, 2022a).…”

“…After receiving their BSc from arts, science, or technical colleges, there is a final two semester program called the teacher qualification diploma (TQD), which has the aim of preparing science degree holders for teaching. This program focuses on helping student teachers gain pedagogical knowledge while experiencing actual classroom teaching in public schools (Shahat et al, 2022a).…”