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Dergiler / Journal for the Education of Gifted Young Scientists / 2020 / Cilt: 8 - Sayı: 4

A systematic review of self-efficacy studies among university students as pre-service teachers in science education

Nadi SUPRAPTO
Sayfa
1387–1396
Yayın Tarihi
2020-12-15
DOI
—
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Additionally, the summary of the development process of the science self-efficacy scale and the implication for future research were also described in this study.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:This paper was inspired by the author’s concern in the theme of self-efficacy of learning and self-efficacy of teaching and it was initiated by a previous study (Suprapto & Chang, 2015).
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Temel Bulgular & Veri:A total of 25 articles that met the criteria set and deduced from the experiencing data by using selection study method.
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Sonuç & Katkı:Additionally, the summary of the development process of the science self-efficacy scale and the implication for future research were also described in this study.
🔬Tür:Literatür & Derleme Çalışması
📍Kapsam:2015 Verileri
⚙️Değişkenler:self-efficacy for science · pre-service science teacher · teacher education

Abstract

This paper was inspired by the author’s concern in the theme of self-efficacy of learning and self-efficacy of teaching and it was initiated by a previous study (Suprapto & Chang, 2015). This study aimed at reviewing the factorial structure of self-efficacy of learning and teaching among university students as pre-service teachers. The review intended not only to summarise the context of self-efficacy in the domain of science education but it also planned to explore the instrument, sample selection, validity, and reliability as reported in empirical studies. A total of 25 articles that met the criteria set and deduced from the experiencing data by using selection study method. The criteria considered the articles were indexed in Scopus and Web of Science which published from January 2008 to December 2017. Each paper focused on biology education, chemistry education, and physics education. How the researchers conducted an analysis of data and their findings have been described. Additionally, the summary of the development process of the science self-efficacy scale and the implication for future research were also described in this study.

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Bu Makaleye Atıf Yap

SUPRAPTO, N. (2020). A systematic review of self-efficacy studies among university students as pre-service teachers in science education. Journal for the Education of Gifted Young Scientists, Cilt: 8 - Sayı: 4, 1387–1396. https://ajindex.com/articles/262451

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Kaynakça (12)

  1. [Note: * Articles were selected in the review process] Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. Bernadowski, C., Perry, R., & Greco, R. D. (2013). Improving preservice teachers’ self-efficacy through service learning: Lessons learned. International Journal of Instruction, 6(2), 67-86.
  2. Brace, N., Kemp, R., & Snelgar, R. (2006). SPSS for psychologists, 3rd Ed. New York, NY: Palgrave MacMillan. Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York, NY: The Guilford Press.
  3. Bursal, M. (2015)*. A comparison of standard and retrospective pre-post testing for measuring the changes in science teaching efficacy beliefs. Journal of Baltic Science Education, 14(2), 275-283.
  4. Cartwright, T. J., & Atwood, J. (2014)*. Elementary pre-service teachers’ response-shift bias: Self-efficacy and attitudes toward science. International Journal of Science Education, 36(14), 2421-2437.
  5. Chiou, G., & Liang, J. (2012). Exploring the structure of science self-efficacy: A model built on high school students’ conceptions of learning and approaches to learning in science. The Asia-Pacific Education Researcher, 21, 83-91.
  6. Cone, N. (2009). Community-based service-learning as a source of personal self-efficacy: Preparing preservice elementary teachers to teach science for diversity. School Science and Mathematics, 109, 20-30.
  7. Çalışkan, S., Selçuk, G. S., & Erol, M. (2010)*. Instruction of problem solving strategies: Effects on physics achievement and self-efficacy beliefs. Journal of Baltic Science Education, 9(1), 20-34.
  8. Doğru, M. (2017)*. Development of a self-efficacy scale of technology usage in education. Eurasia Journal of Mathematics Science and Technology Education, 13(6), 1785-1798.
  9. Efe, H. A. (2015)*. The relation between science student teachers’ educational use of web 2.0 technologies and their computer self-efficacy. Journal of Baltic Science Education, 14(1), 142-154.
  10. Güzeller, C. O., & Özkal, N. (2013)*. Effect of performance-based status determination techniques on self-efficacy, concern and permanence in primary school science and technology course. Journal of Baltic Science Education, 12(1), 47-58.
  11. Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues, In R. H. Hoyle (eds.), Structural equation modeling: Concepts, issues, and applications, pp. 1-15,
  12. Thousand Oaks, CA: Sage Publications, Inc. Ibrahim, A., Aulls, M. W., & Shore, B. M. (2016)*. Development, vali