Understanding the learning cycle: Influences on abilities to embrace the approach by preservice elementary school teachers

Settlage, John

doi:10.1002/(sici)1098-237x(200001)84:1<43::aid-sce4>3.0.co;2-f

Cited by 81 publications

(57 citation statements)

References 21 publications

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“…Science education research reveals that various factors associated with science courses contribute to science teaching self-efficacy, both science methods courses and science content courses (Bleicher & Lindgren, 2005;Cantrell, Young, & Moore, 2003;Palmer, 2006;Schoon & Boone, 1998;Settlage, 2000). The difference between science methods courses and science content courses is the aim of the course; science methods courses aim to instruct pre-service teachers on the skills needed to teach science, such as relevant teaching strategies, assessment of students' science knowledge and application of classroom management techniques, while science content courses aim to instruct them about science itself.…”

Section: Pre-service Teachers' Science Teaching Self-efficacymentioning

confidence: 99%

“…Science methods courses can have a positive impact on self-efficacy for teaching, especially when the program takes into account the four main influences on selfefficacy (Cantrell et al, 2003;Settlage, 2000). Settlage (2000) measured selfTeacher Training and Pre-service Primary Teachers' Self-Efficacy efficacy for teaching before and after participation in a methods course.…”

Section: Pre-service Teachers' Science Teaching Self-efficacymentioning

confidence: 99%

“…Settlage (2000) measured selfTeacher Training and Pre-service Primary Teachers' Self-Efficacy efficacy for teaching before and after participation in a methods course. The main purpose of the methods course was to teach teachers a new instructional approach.…”

Section: Pre-service Teachers' Science Teaching Self-efficacymentioning

confidence: 99%

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Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Velthuis

Fisser²,

Pieters

2014

Journal of Science Teacher Education

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This study focuses on the improvement of pre-service teachers' selfefficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers' development of science teaching self-efficacy. After their first year, the pre-service teachers from the university with science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.

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Section: Pre-service Teachers' Science Teaching Self-efficacymentioning

confidence: 99%

Section: Pre-service Teachers' Science Teaching Self-efficacymentioning

confidence: 99%

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Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Velthuis

Fisser²,

Pieters

2014

Journal of Science Teacher Education

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“…Briefly, these studies revealed that the majority of students at all grade levels hold misconceptions about plant nutrition, the role of water in plants, the role of leaves in plants, gas exchange, autotrophy, the definition and importance of photosynthesis, the role of light in photosynthesis, the role of chlorophyll in photosynthesis, the relationship between food and energy, and the nature of respiration and energy transformation. For example, Stavy et al [4] found a well known confusion between photosynthesis and respiration in plants in Israeli students (aged [13][14][15]. More than 60% of their sample regarded photosynthesis as a type of respiration.…”

mentioning

confidence: 99%

“…This is the time in which the teacher connects student experiences to the target science concept including the identification of scientific vocabulary. Once the concept has been labeled, students engage in additional activities in which they apply their recently formed understandings to new situations [15]. Research has documented the effectiveness of this instructional model that has widespread applicability to a variety of grade levels and course materials [16,17].…”

mentioning

confidence: 99%

Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools

Balcı¹,

Çakıroğlu

Tekkaya

2006

Biochem Molecular Bio Educ

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The purpose of this study is to investigate the effects of the Engagement, Exploration, Explanation, Extension, and Evaluation (5E) learning cycle, conceptual change texts, and traditional instructions on 8th grade students' understanding of photosynthesis and respiration in plants. Students' understanding of photosynthesis and respiration in plants was measured using the test developed by Haslam and Treagust (F. Haslam, D. F. Treagust (1987) Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument, J. Biol. Educ. 21, 203-211). The test was administered as pre-test and post-test to a total of 101 8th-grade students in three intact classes of the same school located in an urban area. The classes were randomly assigned as control and experimental groups. Students in the first experimental group (n ‫؍‬ 33) received 5E learning cycle instruction, students in the second experimental group (n ‫؍‬ 34) received conceptual change text instruction, and students in the control group (n ‫؍‬ 34) received traditional instruction. Attitudes toward science and pre-test scores were used as covariates. A quasi-experimental design utilizing the analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between two experimental groups (5E versus conceptual change text instruction) was found.Keywords: 5E learning cycle, conceptual change text, photosynthesis, misconceptions.Research on students' understanding of scientific concepts in the past few decades has revealed that students possess several ideas that are at variance with scientifically accepted knowledge. To date, several studies in many countries have investigated students' understanding of different science concepts. Many of these studies have focused on photosynthesis and respiration in plants [1][2][3][4][5][6][7][8]. Briefly, these studies revealed that the majority of students at all grade levels hold misconceptions about plant nutrition, the role of water in plants, the role of leaves in plants, gas exchange, autotrophy, the definition and importance of photosynthesis, the role of light in photosynthesis, the role of chlorophyll in photosynthesis, the relationship between food and energy, and the nature of respiration and energy transformation. For example, Stavy et al.[4] found a well known confusion between photosynthesis and respiration in plants in Israeli students (aged 13-15). More than 60% of their sample regarded photosynthesis as a type of respiration. They believed that plants respired at night in a similar way to animals and also believed, however, that during the day, the process was reversed. The rest of the sample (40%) did not know that plants respire at all. Haslam and Treagust [3] examined 441 Australian students' (grades 8 -12) understanding of photosynthesis and respiration in plants. The results of their study indicated...

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Sources of efficacy information in an inservice program for elementary teachers

Palmer

2011

Science Education

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Low teacher self‐efficacy is an important factor constraining the teaching of science at the elementary level. This study was designed to investigate the effectiveness of particular sources of efficacy information for enhancing the science teaching self‐efficacy of practicing elementary teachers. Twelve teachers participated in an intervention that was designed to provide them with cognitive mastery, enactive mastery, modeling, and verbal persuasion. Data were collected prior to, during, immediately after, and 2 years after the intervention. The results showed that increases in self‐efficacy were mainly due to cognitive mastery (i.e., perceived success in understanding how to teach science) and in situ feedback (i.e., verbal persuasion given after observation of the teacher teaching his/her own class). © 2011 Wiley Periodicals, Inc. Sci Ed 95:577–600, 2011

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Understanding the learning cycle: Influences on abilities to embrace the approach by preservice elementary school teachers

Cited by 81 publications

References 21 publications

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools

Sources of efficacy information in an inservice program for elementary teachers

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