幼儿职前教师的科学教学效能感和科学成果预期:建构主义信念与传统信念的影响

Hyunjin Kim
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摘要

本研究考察了幼儿职前教师感知到的科学教学效能及其与教学信念(建构主义信念和传统信念)之间的关系。研究对象包括 181 名就读于美国中西部一所大学幼儿师范教育专业的职前教师。研究使用科学教学效能信念工具--职前(STEBI-B)和教学信念调查(TBS)收集信息。结果显示,职前教师的科学教学效率与传统教学信念呈负相关,与建构主义教学信念无统计学意义。分层回归分析结果显示,职前教师的传统教学信念对其个人的科学教学效能感和科学教学结果预期有显著的负向预测作用,而建构主义教学信念对其没有显著影响。这些结果表明,当职前教师坚持传统的教学方法时,会降低他们对自己科学教学效果的信心和期望。这凸显了当前幼儿教育的趋势,即提倡创新的、以学生为中心的教学实践。通过摒弃传统观念,接受更多的建构主义和探究式教学方法,师范教育课程可以更好地培养职前教师,为幼儿创造充满活力、有效和吸引人的科学课堂。这种方法与当代教育实践相一致,将动手学习和批判性思维放在首位,为学生终生对 STEM 学科的兴趣和参与奠定了坚实的基础。
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Science Teaching Efficacy and Science Outcome Expectancy Among Early Childhood Preservice Teachers: Effects of Constructivist Beliefs vs. Traditional Beliefs
This study examined early childhood preservice teachers’ perceived science teaching efficacy and its association with their teaching beliefs (constructivist and traditional beliefs). The participants included 181 preservice teachers enrolled in an early childhood teacher education program at a university in the Midwestern United States. Information was collected using the Science Teaching Efficacy Beliefs Instrument – Preservice (STEBI-B) and Teaching Beliefs Survey (TBS). The results revealed that the preservice teachers were efficacious about their science teaching, showing a negative relation with traditional teaching beliefs and no statistically significant relation with constructivist teaching beliefs. The results of hierarchical regression analyses revealed that the preservice teachers’ traditional teaching beliefs was a significant negative predictor of their personal science teaching efficacy and of their science teaching outcomes expectancy, while there was no significant effect of constructivist beliefs on them. These results suggest that when preservice teachers adhere to traditional teaching methods, it can lower their confidence and expectations about their effectiveness in teaching science. This underscores the current trend in early childhood education towards promoting innovative, student-centered teaching practices. By moving away from traditional beliefs and embracing more constructivist and inquiry-based approaches, teacher education programs can better prepare preservice teachers to create dynamic, effective, and engaging science classrooms for young children. This approach aligns with contemporary educational practices that prioritize hands-on learning and critical thinking, laying a strong foundation for students' lifelong interest and involvement in STEM subjects.
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