{"created":"2020-09-25T09:09:19.510942+00:00","id":5509,"links":{},"metadata":{"_buckets":{"deposit":"28a32d49-c9d6-4972-84b6-cd7618ae5d3d"},"_deposit":{"created_by":85,"id":"5509","owner":"85","owners":[85],"owners_ext":{"displayname":"c-y","email":"cherry100456@gmail.com","username":"c-y"},"pid":{"revision_id":0,"type":"recid","value":"5509"},"status":"published"},"_oai":{"id":"oai:meral.edu.mm:recid/5509","sets":["1582963692413:1597762155377"]},"communities":["suoe"],"item_1583103067471":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_1551255647225":"The Interrelation between Pre-Service Science Teachers' Conceptions of Teaching and Learning, Learning Approaches and Self-Efficacy Beliefs","subitem_1551255648112":"en"}]},"item_1583103085720":{"attribute_name":"Description","attribute_value_mlt":[{"interim":"The purpose of this study was to investigate the interrelation between pre-service science teachers’ \nconceptions of teaching and learning, learning approaches and self-efficacy beliefs in Sagaing \nUniversity 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 \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<0.01), positively correlated with “Personal Science Teaching \nEfficacy” (r=.346, p<0.01) and “Science Teaching Outcome Expectancy” (r=.229, p<0.01). On \nthe other hand, “Traditional Conception” was highly related to “Rote Learning Approach” \n(r=.668, p<0.01), negatively and significantly correlated with “Personal Science Teaching \nEfficacy” (r=-.346, p<0.01) and “Science Teaching Outcome Expectancy” (r=-.134, p<0.01) 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. Further research \nneeds to be expanded to other Universities of Education and Education Colleges in our country."}]},"item_1583103108160":{"attribute_name":"Keywords","attribute_value_mlt":[{"interim":"Constructivist Conception"},{"interim":"Traditional Conception"},{"interim":"Meaningful Learning  Approach"},{"interim":"Rote Learning Approach"}]},"item_1583103120197":{"attribute_name":"Files","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2020-09-25"}],"displaytype":"preview","filename":"27. Daw Thida Soe(371-386).pdf","filesize":[{"value":"531 Kb"}],"format":"application/pdf","licensetype":"license_0","url":{"url":"https://meral.edu.mm/record/5509/files/27. Daw Thida Soe(371-386).pdf"},"version_id":"82ba3bfd-0071-42b1-8a8e-3b293324e0a1"}]},"item_1583103131163":{"attribute_name":"Journal articles","attribute_value_mlt":[{"subitem_issue":"9A","subitem_journal_title":"Journal of the Myanmar Academy of Arts and Science","subitem_pages":"371-385","subitem_volume":"XVIII"}]},"item_1583105942107":{"attribute_name":"Authors","attribute_value_mlt":[{"subitem_authors":[{"subitem_authors_fullname":"Thida Soe"},{"subitem_authors_fullname":"Zin Nwe Than"}]}]},"item_1583108359239":{"attribute_name":"Upload type","attribute_value_mlt":[{"interim":"Publication"}]},"item_1583108428133":{"attribute_name":"Publication type","attribute_value_mlt":[{"interim":"Journal article"}]},"item_1583159729339":{"attribute_name":"Publication date","attribute_value":"2020-07-01"},"item_title":"The Interrelation between Pre-Service Science Teachers' Conceptions of Teaching and Learning, Learning Approaches and Self-Efficacy Beliefs","item_type_id":"21","owner":"85","path":["1597762155377"],"publish_date":"2020-09-25","publish_status":"0","recid":"5509","relation_version_is_last":true,"title":["The Interrelation between Pre-Service Science Teachers' Conceptions of Teaching and Learning, Learning Approaches and Self-Efficacy Beliefs"],"weko_creator_id":"85","weko_shared_id":-1},"updated":"2021-12-13T03:44:09.271028+00:00"}