Date of Award
12-1-2024
Degree Name
Doctor of Philosophy
Department
Curriculum and Instruction
First Advisor
Henson, Harvey
Abstract
This study investigates the relationships between Nature of Science (NOS) understandings and Self-Efficacy (SE) beliefs among preservice elementary teachers (PSETs). The dissertation addresses gaps in the literature concerning the longitudinal growth of NOS understandings and SE beliefs from content science courses to methods courses, which are crucial for effective science teaching preparation. Utilizing a mixed-methods approach, the research shows complex relationships between PSETs' evolving conceptions of NOS and their SE in teaching science through inquiry.Quantitative analyses utilize Spearman Rank Correlation and Multiple Linear Regression Models to highlight significant correlations between PSETs’ NOS understandings and SE beliefs. The qualitative thematic analysis provides profound insights into NOS's complex yet often partial grasp. This study highlights the need to address the misconceptions held by PSETs and the challenges they face in grasping the NOS, which are critically related to their SE beliefs and, subsequently, teaching practices. It underscores the importance of thoroughly integrating epistemological knowledge with pedagogical skills in science teacher education programs. This research makes a substantial contribution to the preparation of future elementary teachers by exploring the intricate relationship between NOS understandings and SE beliefs. The study’s insights aim to help teacher educators equip PSETs to engage students in authentic scientific practices, thus fostering a more scientifically literate society. The findings provide crucial insights for educational strategies and policy reforms to improve future science educators' preparation and confidence.
Access
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