The Impact of a Science Methods Course on Female Pre-Service Teachers' Beliefs within a Saudi-Arabian Context

Autor/inn/en	Alghamdi, Amani K. Hamdan; Kim, Sun Young
Titel	The Impact of a Science Methods Course on Female Pre-Service Teachers' Beliefs within a Saudi-Arabian Context
Quelle	In: Journal of Baltic Science Education, 18 (2019) 1, S.19-38 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Foreign Countries; Preservice Teachers; Preservice Teacher Education; Females; Methods Courses; Science Education; Self Efficacy; Teaching Methods; Pedagogical Content Knowledge; Student Attitudes; Teacher Effectiveness; Teacher Competencies; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Weibliches Geschlecht; Methodisch-didaktische Anleitung; Naturwissenschaftliche Bildung; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Saudi-Arabien
Abstract	This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five-point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs' beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the 'neither agree nor disagree' category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs' science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01