"Primary Connections" in a Provincial Queensland School System: Relationships to Science Teaching Self-Efficacy and Practices

Autor/inn/en	Albion, Peter R.; Spence, Karen G.
Titel	"Primary Connections" in a Provincial Queensland School System: Relationships to Science Teaching Self-Efficacy and Practices
Quelle	In: International Journal of Environmental and Science Education, 8 (2013) 3, S.501-520 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Foreign Countries; Elementary School Teachers; Self Efficacy; Science Instruction; STEM Education; Faculty Development; Teaching Models; Educational Resources; Elementary School Science; Expectation; Workshops; Teacher Effectiveness; Time Factors (Learning); Australia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; Lehrmodell; Bildungsmittel; Expectancy; Erwartung; Lernwerkstatt; Schulung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
Abstract	The teaching of science is important, both to meet the need for future workers in fields requiring scientific capability and to equip students for full participation in modern societies where many decisions depend upon knowledge of science. However, many teachers in Australian primary schools do not allocate science education sufficient amounts of time to achieve these outcomes. This study reports data obtained from 216 teachers in the primary schools in a provincial Australian school system. The purpose of the study was to assess the effects of existing strategies using "Primary Connections" for promoting science teaching and to inform future professional development strategies. Teachers reported moderate levels of self-efficacy for teaching science and a proportion reported allocating little or no time to teaching science. Both self-efficacy for science teaching and the amount of science taught were higher for teachers who had used "Primary Connections" curriculum materials. (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10