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Item

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Correlational research design was used in this study. A total of 858 pre￾service science teachers from different BEd courses were randomly selected as participants. In \norder to collect and analyze data, four surveys were used in this study. They are “Draw-A￾Science-Teacher-Test Checklist (DASTT-C)”, \n“Teaching and Learning Conceptions \nQuestionnaire (TLCQ)”, \n“Learning Approach Questionnaire (LAQ)” and “Science Teaching \nEfficacy Belief Instrument (STEBI-B)”. Based on the research findings of “Draw-A-Science￾Teacher-Test Checklist (DASTT-C)”, 30% pre-service science teachers expressed that they will \nutilize student-centered instruction, 21.4% pre-service science teachers expressed that they will \nutilize teacher-centered instruction, and 48.6% pre-service science teachers expressed that they \nwill utilize both student-centered and teacher-centered instruction when they become science \nteachers. It was also found that they had constructivist conceptions of teaching and learning, and \nthey learned science subjects by meaningful learning approach. Therefore, they had both personal \nscience teaching efficacy and science teaching outcome expectancy. Finally, it was also found that \n“Constructivist Conception” was moderately and significantly correlated with “Meaningful \nLearning Approach” (r=.375, p\u003c0.01), positively correlated with “Personal Science Teaching \nEfficacy” (r=.346, p\u003c0.01) and “Science Teaching Outcome Expectancy” (r=.229, p\u003c0.01). On \nthe other hand, “Traditional Conception” was highly related to “Rote Learning Approach” \n(r=.668, p\u003c0.01), negatively and significantly correlated with “Personal Science Teaching \nEfficacy” (r=-.346, p\u003c0.01) and “Science Teaching Outcome Expectancy” (r=-.134, p\u003c0.01) in \nselected courses. Therefore, teacher educators from Sagaing University of Education should \ninstruct their students to develop constructivist conceptions of teaching and learning and \nencourage them to use meaningful learning approach in their learning. Only then, they will \nincrease their personal science teaching efficacy and science teaching outcome expectancy and \nthey can teach science subjects effectively when they become science teachers. 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  1. Sagaing University of Education
  2. Department of Educational Theory

The Interrelation between Pre-Service Science Teachers' Conceptions of Teaching and Learning, Learning Approaches and Self-Efficacy Beliefs

http://hdl.handle.net/20.500.12678/0000005509
http://hdl.handle.net/20.500.12678/0000005509
6f9c968e-10fd-4785-b4ff-d3a893f76458
28a32d49-c9d6-4972-84b6-cd7618ae5d3d
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27. 27. Daw Thida Soe(371-386).pdf (531 Kb)
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Publication type
Journal article
Upload type
Publication
Title
Title The Interrelation between Pre-Service Science Teachers' Conceptions of Teaching and Learning, Learning Approaches and Self-Efficacy Beliefs
Language en
Publication date 2020-07-01
Authors
Thida Soe
Zin Nwe Than
Description
The purpose of this study was to investigate the interrelation between pre-service science teachers’
conceptions of teaching and learning, learning approaches and self-efficacy beliefs in Sagaing
University of Education. Correlational research design was used in this study. A total of 858 pre￾service science teachers from different BEd courses were randomly selected as participants. In
order to collect and analyze data, four surveys were used in this study. They are “Draw-A￾Science-Teacher-Test Checklist (DASTT-C)”,
“Teaching and Learning Conceptions
Questionnaire (TLCQ)”,
“Learning Approach Questionnaire (LAQ)” and “Science Teaching
Efficacy Belief Instrument (STEBI-B)”. Based on the research findings of “Draw-A-Science￾Teacher-Test Checklist (DASTT-C)”, 30% pre-service science teachers expressed that they will
utilize student-centered instruction, 21.4% pre-service science teachers expressed that they will
utilize teacher-centered instruction, and 48.6% pre-service science teachers expressed that they
will utilize both student-centered and teacher-centered instruction when they become science
teachers. It was also found that they had constructivist conceptions of teaching and learning, and
they learned science subjects by meaningful learning approach. Therefore, they had both personal
science teaching efficacy and science teaching outcome expectancy. Finally, it was also found that
“Constructivist Conception” was moderately and significantly correlated with “Meaningful
Learning Approach” (r=.375, p<0.01), positively correlated with “Personal Science Teaching
Efficacy” (r=.346, p<0.01) and “Science Teaching Outcome Expectancy” (r=.229, p<0.01). On
the other hand, “Traditional Conception” was highly related to “Rote Learning Approach”
(r=.668, p<0.01), negatively and significantly correlated with “Personal Science Teaching
Efficacy” (r=-.346, p<0.01) and “Science Teaching Outcome Expectancy” (r=-.134, p<0.01) in
selected courses. Therefore, teacher educators from Sagaing University of Education should
instruct their students to develop constructivist conceptions of teaching and learning and
encourage them to use meaningful learning approach in their learning. Only then, they will
increase their personal science teaching efficacy and science teaching outcome expectancy and
they can teach science subjects effectively when they become science teachers. Further research
needs to be expanded to other Universities of Education and Education Colleges in our country.
Keywords
Constructivist Conception, Traditional Conception, Meaningful Learning Approach, Rote Learning Approach
Journal articles
9A
Journal of the Myanmar Academy of Arts and Science
371-385
XVIII
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