Evaluating the Effectiveness of Teaching the Principles of Science Teaching Course Using the Learning Cycle on the Self-Efficacy and Future Aspirations of Preservice Teachers at the College of Education

Document Type : Original Article

Authors

1 استاذ مشارك - قسم المناهج وطرق التدريس - كلية التربية - جامعة الكويت- دولة الكويت

2 استاذ مساعد - قسم علم النفس التربوي- كلية التربية - جامعة الكويت– دولة الكويت.

Abstract

This research aimed to evaluate the effectiveness of the "Principles of Teaching Science" course offered to students at the College of Education, Kuwait University, in improving the self-efficacy of preservice teachers and their aspirations regarding the impact of their science teaching in middle and high schools. The study also sought to analyze how the course enhances students' confidence in their teaching abilities. The study employed a quasi-experimental design with a sample of 41 students from various science disciplines. The self-efficacy and aspirations scale was applied before and after the course. A paired-samples t-test was used to analyze the data, and Cohen's d was calculated to determine the effect size. The results showed statistically significant differences between the pre-test and post-test mean scores for both the self-efficacy and aspirations scales. The post-test mean scores were higher for both scales, indicating an improvement. The effect size was also high, suggesting the course effectively enhanced preservice teachers’ self-efficacy and their future aspirations to teach science. The study concluded that the course plays an important role in improving student teachers' self-efficacy and increasing their confidence in their ability to positively impact their students' learning in the future. The study recommended adopting innovative teaching strategies, such as the learning cycle approach, and intensifying evaluations of teacher preparation courses to ensure the achievement of educational goals.

Keywords

References

  1. Althauser, K. L. (2018). The emphasis of inquiry instructional strategies: Impact on preservice teachers’ mathematics efficacy. The Teacher Educator, 53(1), 53-70.
  2. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  3. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
  4. Brooks, J. G., & Brooks, M. G. (1995). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
  5. Duran, L., & Duran, E. (2004). The 5E instructional model: A learning cycle approach for inquiry-based science teaching. The Science Education Review, 3(2), 48-58.
  6. Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706.

Files

Share

How to cite

Statistics