Changes of Preservice Biology Teachers' Pedagogical Knowledge and Science Teaching Efficacy Belief through Science Pedagogy Course

  • Kim, Sun-Young (Chosun University)
  • Received : 2012.02.15
  • Accepted : 2012.05.11
  • Published : 2012.06.30


This study explored changes of preservice biology teachers' pedagogical knowledge and science teaching efficacy belief after the science pedagogy course. Preservice biology teachers who did not take any science pedagogy courses had an opportunity to engage in discussions of educational theories and group activities of instructional design utilizing science instructional models as a first step to develop practical knowledge. These preservice teachers represented a statistically significant increase in their scores on pedagogical knowledge including theory, student development, planning, and implementation, but no statistical difference in their scores measuring science teaching efficacy belief. In addition, the correlation results indicated that the science teaching efficacy belief is related to implementation even though the magnitude is relatively moderate.


preservice biology teacher;science pedagogy course;pedagogical knowledge;science teaching efficacy


  1. Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14(3), 177-192.
  2. Czerniak, C. M., & Schriver, M. L. (1994). An examination of preservice science teachers' beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 5(3), 77-86.
  3. Deemer, S. A., & Minke, K. M. (1999). An investigation of the factor structure of the teacher efficacy scale. The Journal of Educational Research, 93(1), 3-10.
  4. Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science & Mathematics, 90, 694-706.
  5. Gibson, S. & Dembo, M. H. (1984). Teacher efficacy: A construct validation, Journal of Educational Psychology, 76(4), 569-582.
  6. Ginns, I. S., & Watters, J. J. (1999). Beginning elementary school teachers and the effective teaching of science. Journal of Science Teacher Education, 10(4), 287- 313.
  7. Glasersfeld, E. (1993). Questions and answers about radical constructivism. In K. Tobin (Ed.), The practice of constructivism in science education (pp.23-38). New Jersey: Lawrence Erlbaum Associates.
  8. Howe, K. R., & Berv, J. (2000). Constructing constructivism, epistemology and pedagogy. In D. C. Phillops (Ed.), Constructivism in education: Opinions and second opinions on controversial issues (pp.19-40). Chicago,Illinois: The University of Chicago Press.
  9. Hudson, P. (2005). Identifying mentoring practices for developing effective primary science teaching. International Journal of Science Education, 27, 1723-1739.
  10. Hudson, P. & Ginns, I. (2007). Developing an instrument to examine preservice teachers' pedagogical development. Journal of Science Teacher Education, 18, 885-899.
  11. Kemp, J. E., Morrison, G. R., & Ross, S. M. (1994). Designing effective instruction. New York: Macmillan College Publishing Company.
  12. Kennedy, M. M. (1998). Education reform and subject matter knowledge. Journal of Research in Science Teaching, 35, 249-263.<249::AID-TEA2>3.0.CO;2-R
  13. Khourey-Browers, C., & Simonis, D. G. (2004). Longitudinal study of middle grades chemistry professional development: Enhancement of personal science teaching selfefficacy and outcome expectancy. Journal of Science Teacher Education, 15(3), 175-195.
  14. Lederman, N. G., & Gess-Newsome, J. (1992). Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching? Journal of Science Teacher Education, 3(1), 16-20.
  15. Park, S. H. (2006). Pedagogical content knowledge among science teachers based on teaching method, self-efficacy, and attitude on science teaching. Journal of Korea Association of Research in Science Education, 26(1), 122-131.
  16. Radford, D. L. (1993). Transferring theory into practice: A model for professional development for science education reform. Journal of Research in Science Teaching, 35(1), 73 88.
  17. Sim, J. (2006). Secondary school science teachers' perceptions about professionality and in-service training program for experiment. Korean Journal of Biology Education, 34(1), 27-37.
  18. Son, Y., Shin, J., Min, B. (2007). Analysis of pre-service biology teachers' class applying the science instructional model: Using the microteaching technique. Korean Journal of Biology Education, 35(3), 495-507.
  19. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.<963::AID-TEA6>3.0.CO;2-0
  20. Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11, 301-321.