Pre-service primary teachers' science teaching self-efficacy beliefs correlate weakly but positively with their ability to determine suitable taxonomy, strategy, and method-techniques¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Among 101 pre-service primary school teachers, science teaching self-efficacy belief scores showed a statistically significant but low positive correlation with total TSMTDF scores (r = 0.206, p < 0.05). → 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

Pearson product-moment correlation analysis of STEBI and TSMTDF scores from 101 pre-service teachers in a correlational study enriched with qualitative data. The article reports "r = 0.206; ρ < 0.05", which the authors describe as low according to Cohen (1988).

"there was a statistically significant and a positive correlation between pre-service teachers’ self-efficacy beliefs toward science teaching and determining appropriate objective-oriented taxonomy, strategy, and teaching methods-techniques (r = 0.206; ρ < 0.05)"

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes
• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Integrated instructional hours correlate more positively with technology integration ability than stand-alone technology courses — related
• Pre-service teachers' self-efficacy and instructional-planning levels were relatively high, but Bloom taxonomy classification was low — related
• Pre-service teachers choose science objectives mainly for ease of teaching, material support, and perceived professional knowledge, with grade-level differences — related
• Pre-service teachers choose strategies, methods, and techniques mainly for fit with objective content and for promoting active student participation — related
• Seniors outperformed juniors in determining taxonomy and method-technique, but not in self-efficacy or strategy determination — related
• AI-TPACK positively predicts science teaching self-efficacy among Chinese pre-service science teachers — related
• Students' perceptions of motivationally supportive instruction were associated with higher positive motivational beliefs — related
• Teacher efficacy underpins the ability to differentiate instruction effectively, with efficacy dependent on pedagogical content knowledge — a broader claim this one bears on