{"id":{"repo_id":"siu-theses","oai_identifier":"oai:opensiuc.lib.siu.edu:dissertations-2294"},"canonical_url":"https://search.dev.ndltd.org/etd/siu-theses/oai:opensiuc.lib.siu.edu:dissertations-2294","repository":{"repo_id":"siu-theses","name":"Southern Illinois University","base_url":"https://opensiuc.lib.siu.edu/do/oai/"},"display":{"title":"THE RELATIONSHIP BETWEEN PRE-SERVICE ELEMENTARY TEACHERS’ SCIENTIFIC LITERACY AND THEIR SELF-EFFICACY IN TEACHING SCIENCE","abstract":"The purpose of this study is threefold. First, this study examined pre-service elementary teachers’ scientific literacy levels. Second, this study examined pre-service elementary teachers’ personal and subject-specific self-efficacy levels toward teaching science. Third, this study investigated the extent to which pre-service elementary teachers’ scientific literacy levels and subject-specific self-efficacy levels are related. This study involved 49 pre-service elementary teachers (4 male and 45 female) registered in two science methods courses at a mid-sized university in the Midwestern United States. Data were collected using the Test of Basic Scientific Literacy (TBSL), the Science Teaching Efficacy Belief Instrument-Preservice (STEBI-B), and Beliefs About Teaching (BAT). Results show that the pre-service elementary teachers in both groups had a satisfactory level of scientific literacy. There was a significant difference in the score for personal self-efficacy and subject-specific self-efficacy among the participants in the advanced science methods course. Participants in the advanced science methods course had an existing relationship between scientific literacy and subject-specific self-efficacy in teaching science. These results have implications on teacher preparation programs and science education research. Specifically, this study provided an indication of the level of scientific literacy and self-efficacy of pre-service elementary teachers as an attempt to inform policy makers and educational researchers about how realistic they are in their perception related to the pre-service elementary teachers’ skills to achieve the goals of science curriculum.","abstract_html":"The purpose of this study is threefold. First, this study examined pre-service elementary teachers’ scientific literacy levels. Second, this study examined pre-service elementary teachers’ personal and subject-specific self-efficacy levels toward teaching science. Third, this study investigated the extent to which pre-service elementary teachers’ scientific literacy levels and subject-specific self-efficacy levels are related. This study involved 49 pre-service elementary teachers (4 male and 45 female) registered in two science methods courses at a mid-sized university in the Midwestern United States. Data were collected using the Test of Basic Scientific Literacy (TBSL), the Science Teaching Efficacy Belief Instrument-Preservice (STEBI-B), and Beliefs About Teaching (BAT). Results show that the pre-service elementary teachers in both groups had a satisfactory level of scientific literacy. There was a significant difference in the score for personal self-efficacy and subject-specific self-efficacy among the participants in the advanced science methods course. Participants in the advanced science methods course had an existing relationship between scientific literacy and subject-specific self-efficacy in teaching science. These results have implications on teacher preparation programs and science education research. Specifically, this study provided an indication of the level of scientific literacy and self-efficacy of pre-service elementary teachers as an attempt to inform policy makers and educational researchers about how realistic they are in their perception related to the pre-service elementary teachers’ skills to achieve the goals of science curriculum.","abstract_has_math":false,"creators":["Al Sultan, Adam Ali"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Campus Only Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Fadde, Peter","Henson, Harvey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T04:35:08Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://opensiuc.lib.siu.edu/dissertations/1290","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Fadde, Peter","Henson, Harvey"]},{"key":"dc:creator","label":"Author","values":["Al Sultan, Adam Ali"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Only Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://opensiuc.lib.siu.edu/dissertations/1290"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is threefold. First, this study examined pre-service elementary teachers’ scientific literacy levels. Second, this study examined pre-service elementary teachers’ personal and subject-specific self-efficacy levels toward teaching science. Third, this study investigated the extent to which pre-service elementary teachers’ scientific literacy levels and subject-specific self-efficacy levels are related. This study involved 49 pre-service elementary teachers (4 male and 45 female) registered in two science methods courses at a mid-sized university in the Midwestern United States. Data were collected using the Test of Basic Scientific Literacy (TBSL), the Science Teaching Efficacy Belief Instrument-Preservice (STEBI-B), and Beliefs About Teaching (BAT). Results show that the pre-service elementary teachers in both groups had a satisfactory level of scientific literacy. There was a significant difference in the score for personal self-efficacy and subject-specific self-efficacy among the participants in the advanced science methods course. Participants in the advanced science methods course had an existing relationship between scientific literacy and subject-specific self-efficacy in teaching science. These results have implications on teacher preparation programs and science education research. Specifically, this study provided an indication of the level of scientific literacy and self-efficacy of pre-service elementary teachers as an attempt to inform policy makers and educational researchers about how realistic they are in their perception related to the pre-service elementary teachers’ skills to achieve the goals of science curriculum."]},{"key":"dc:title","label":"Title","values":["THE RELATIONSHIP BETWEEN PRE-SERVICE ELEMENTARY TEACHERS’ SCIENTIFIC LITERACY AND THEIR SELF-EFFICACY IN TEACHING SCIENCE"]}]}],"canonical_facts":{"dc:contributor":["Fadde, Peter","Henson, Harvey"],"dc:creator":["Al Sultan, Adam Ali"],"dc:description.abstract":["The purpose of this study is threefold. First, this study examined pre-service elementary teachers’ scientific literacy levels. Second, this study examined pre-service elementary teachers’ personal and subject-specific self-efficacy levels toward teaching science. Third, this study investigated the extent to which pre-service elementary teachers’ scientific literacy levels and subject-specific self-efficacy levels are related. This study involved 49 pre-service elementary teachers (4 male and 45 female) registered in two science methods courses at a mid-sized university in the Midwestern United States. Data were collected using the Test of Basic Scientific Literacy (TBSL), the Science Teaching Efficacy Belief Instrument-Preservice (STEBI-B), and Beliefs About Teaching (BAT). Results show that the pre-service elementary teachers in both groups had a satisfactory level of scientific literacy. There was a significant difference in the score for personal self-efficacy and subject-specific self-efficacy among the participants in the advanced science methods course. Participants in the advanced science methods course had an existing relationship between scientific literacy and subject-specific self-efficacy in teaching science. These results have implications on teacher preparation programs and science education research. Specifically, this study provided an indication of the level of scientific literacy and self-efficacy of pre-service elementary teachers as an attempt to inform policy makers and educational researchers about how realistic they are in their perception related to the pre-service elementary teachers’ skills to achieve the goals of science curriculum."],"dc:identifier":["https://opensiuc.lib.siu.edu/dissertations/1290"],"dc:title":["THE RELATIONSHIP BETWEEN PRE-SERVICE ELEMENTARY TEACHERS’ SCIENTIFIC LITERACY AND THEIR SELF-EFFICACY IN TEACHING SCIENCE"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Campus Only Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T04:35:08Z"}