The effects of a cooperative learning field experience on views of inquiry-based science and science teaching self-efficacy: A pre-service teacher's action research

Document Type

Conference Proceeding

Publication Title

ICSIT 2011 - 2nd International Conference on Society and Information Technologies, Proceedings

Abstract

This study reports the effects of a cooperative learning field experience on a pre-service teacher's views of inquiry-based science and her science teaching self-efficacy. Framed by an action research model, this study examined (a) the pre-service teacher's developing understanding of inquiry-based science teaching and learning throughout the planning and implementation phases of the field experience and (b) the preservice teacher's inquiry-based science teaching self-efficacy beliefs prior to and after the field experience. The pre-service teacher's self-reflections before and after the field experience, video reflections and results from the Science Teaching Efficacy Beliefs Inventory (STEBI-B) form were analyzed in this study. The findings revealed that (a) the pre-service teacher's understandings of inquiry-based science teaching and learning were developed and enhanced through the planning and teaching phases of the field experience, and (b) the preservice teacher's science teaching self-efficacy beliefs were improved as a result of a stronger appreciation and understanding of inquiry based science teaching and learning. Further implications for scholarly significance and professional development are discussed.

First Page

194

Last Page

199

ISBN

9781936338252

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