Seniors outperformed juniors in determining taxonomy and method-technique, but not in self-efficacy or strategy determination¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Senior pre-service teachers scored significantly higher than juniors in determining taxonomy (t = −2.58, p < 0.05) and determining method-technique (t = 2.13, p < 0.05), while self-efficacy, outcome expectancy, total TSMTDF, and strategy scores showed no significant grade-level difference. → 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

Independent samples t-tests comparing 69 juniors and 32 seniors (Table 2). Significant differences favored seniors on taxonomy and method-technique; efficacy belief (t = −0.10), outcome expectancy (t = 0.93), self-efficacy (t = 0.44), total TSMTDF (t = 0.27), and strategy (t = 1.61) showed no significant difference (ρ > 0.05).

"seniors had higher scores than the juniors in determining taxonomy (t = −2.58, ρ < 0.05) and determining method-technique (t = 2.13, ρ < 0.05)"

Discussion¶

Related Claims¶

• Pre-service teachers' self-efficacy and instructional-planning levels were relatively high, but Bloom taxonomy classification was low — related
• Pre-service teachers choose strategies, methods, and techniques mainly for fit with objective content and for promoting active student participation — 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
• Pre-service teachers choose science objectives mainly for ease of teaching, material support, and perceived professional knowledge, with grade-level differences — related
• SDL and SRL are developmental processes: senior students show more self-directed and self-regulated learning across several reviewed studies — a broader claim this one bears on