Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Abstract

Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, preservice elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced) at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.

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“…Additionally, although we found few difference in respondents' knowledge about life science, Earth science and physical science, other researchers found that most teachers had the highest self-efficacy in teaching biology and the lowest self-efficacy in teaching physics (Al Sultan et al, 2018). Similarly, Burgoon et al (2011) found that students and teachers have the most misconceptions in the physical sciences.…”

“…Science teachers play an essential role in educating society about how the world works. Al Sultan et al (2018) argued that pre-service teachers enter the teaching field with low selfefficacy beliefs. In their study, 49 pre-service elementary teachers in an introductory or advanced science methods course completed a survey assessing their scientific background.…”

“…If teachers are educated properly in science content and science teaching methods, they will have high levels of scientific literacy and scientific knowledge which will allow for high levels of self-efficacy (Al Sultan, Henson, & Fadde 2018). The research on the STSE of elementary teachers is vast and wide.…”

The Profile of Scientific Literacy Skill Student at SMA Batik 2 Surakarta

“…Based on the results of the research, the researcher argued about the need for efforts to improve scientific literacy skills. One way that physics teachers can do is the application of scientific literacy in learning is needed to prepare students who are literate (Sultan et al 2018). The implication of this scientific literacy results in the next research will be applied in making learning plans.…”

Urgensi Pendidikan STEM Terhadap Literasi Sains Mahasiswa Calon Guru Sekolah Dasar

“…Keharusan guru dan calon guru SD memiliki kemampuan literasi sains yang baik juga dijelaskan oleh Sultan, A., dkk. bahwa it is critical for pre service elementary teachers to havehigh levels of scientific literacy and confidence in teaching science therefore, universities are encouraged to help their student gain abilities and knowledge that will help them achieve this goal Sultan et al (2018) .…”