The main aims of this study were to identify nine aspects of scientific evidence applied by scien... more The main aims of this study were to identify nine aspects of scientific evidence applied by science teacher trainees in conducting three physical science experiments, and also to describe the related conceptions of scientific evidence. The sample consisted of 87 trainees from a teacher training institute in Kuching. A quantitative methodology involving observation, interview and practical report was used. The results reveal that the three most applied aspects of scientific evidence were repeating measurements, using a suitable scale and a suitable table to organize data collection while the least applied was in giving suitable accuracy to their measurements. As to the sample’s conceptions of scientific evidence, the results vary from about 87% possessing the right conception on repeats to only about 5% having the correct understanding on the external validity aspect. Overall, the findings of this study indicate that more trainees have an understanding of the routinized scientific ev...
This study investigates the major sources of influence contributing to teacher self-efficacy amon... more This study investigates the major sources of influence contributing to teacher self-efficacy among preservice teachers and the relative strength of these sources in predicting teacher self-efficacy. Bandura (1986, 1997) asserted that successful performance depends not only on one's knowledge and skills but, importantly, upon the personal judgment that one can mobilize those knowledge and skills that he/she possesses. This study utilizes a survey design to examine the relationships between various sources of influence and teacher self-efficacy. Participants were preservice teachers from the Graduate Preservice Teachers' Program. Multiple regression analysis revealed that mastery experience, physiological arousal and verbal persuasion were key predictors of teacher selfefficacy. The results of the final regression model revealed that the combined effect of all predictor variables explained 52% of the variance in teacher selfefficacy. The findings of this study provide a framework for teacher educators in providing learning opportunities for preservice teachers to engage in experiences that could foster high teacher self-efficacy and self-regulatory behavior patterns.
The main aims of this study were to identify nine aspects of scientific evidence applied by scien... more The main aims of this study were to identify nine aspects of scientific evidence applied by science teacher trainees in conducting three physical science experiments, and also to describe the related conceptions of scientific evidence. The sample consisted of 87 trainees from a teacher training institute in Kuching. A quantitative methodology involving observation, interview and practical report was used. The results reveal that the three most applied aspects of scientific evidence were repeating measurements, using a suitable scale and a suitable table to organize data collection while the least applied was in giving suitable accuracy to their measurements. As to the sample’s conceptions of scientific evidence, the results vary from about 87% possessing the right conception on repeats to only about 5% having the correct understanding on the external validity aspect. Overall, the findings of this study indicate that more trainees have an understanding of the routinized scientific ev...
This study investigates the major sources of influence contributing to teacher self-efficacy amon... more This study investigates the major sources of influence contributing to teacher self-efficacy among preservice teachers and the relative strength of these sources in predicting teacher self-efficacy. Bandura (1986, 1997) asserted that successful performance depends not only on one's knowledge and skills but, importantly, upon the personal judgment that one can mobilize those knowledge and skills that he/she possesses. This study utilizes a survey design to examine the relationships between various sources of influence and teacher self-efficacy. Participants were preservice teachers from the Graduate Preservice Teachers' Program. Multiple regression analysis revealed that mastery experience, physiological arousal and verbal persuasion were key predictors of teacher selfefficacy. The results of the final regression model revealed that the combined effect of all predictor variables explained 52% of the variance in teacher selfefficacy. The findings of this study provide a framework for teacher educators in providing learning opportunities for preservice teachers to engage in experiences that could foster high teacher self-efficacy and self-regulatory behavior patterns.
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