Pre-service teachers' self-efficacy and instructional-planning levels were relatively high, but Bloom taxonomy classification was low¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Descriptive statistics showed self-efficacy belief toward science teaching (X = 70.50) and total TSMTDF score (X = 3.70) were relatively high, while determining taxonomy was low (X = 0.51) and determining strategy (X = 1.58) and method-technique (X = 1.60) were high. → Kaygısız 2020

Evidence¶

Kaygısız 2020¶

Kaygısız, G.M., Uygun, N., & Uçar, F.M. (2020). The Relationship between the Levels of Self-efficacy Beliefs of Pre-service Teachers and their Levels of Determining Suitable Taxonomy, Strategy, and Method-technique for Science Objectives. Science Education International 31(1), 117-126. https://doi.org/10.33828/sei.v31.i1.12

q2 · i? · associational · r1

Descriptive statistics (Table 1) for 101 pre-service teachers: STEBI mean 70.50 (SS 6.97), total TSMTDF mean 3.70 (SS 1.53), taxonomy 0.51, strategy 1.58, method-technique 1.60. The article states "their level of determining the appropriate taxonomy was low (X=0.51)".

"the level of self-efficacy beliefs of pre-service teachers toward science (X=70.50) and the level of determining appropriate taxonomy, method, technique, and strategy (X=3.70) was relatively high"

Discussion¶

Related Claims¶

• Historical-method inquiry tasks center on uniformitarianism and taxonomy construction, and evaluating independent lines of inquiry for convergence is entirely absent — related
• Pre-service primary teachers' science teaching self-efficacy beliefs correlate weakly but positively with their ability to determine suitable taxonomy, strategy, and method-techniques — related
• Seniors outperformed juniors in determining taxonomy and method-technique, but not in self-efficacy or strategy determination — related
• University examination questions concentrate at the lower cognitive levels of Bloom's Taxonomy, dominated by comprehension and knowledge — related
• Pre-service teachers choose strategies, methods, and techniques mainly for fit with objective content and for promoting active student participation — related
• Adult teachers' questions concentrate at low Bloom's levels, and cooperative learning's dialogue and questioning support critical thinking across Bloom's taxonomy — related
• Pre-service teachers choose science objectives mainly for ease of teaching, material support, and perceived professional knowledge, with grade-level differences — related