Exploring the relationships between Scientific Epistemic Beliefs, Science Teaching Beliefs and Science-Specific PCK among pre-service kindergarten teachers in China

Dandan Wu, Ting Liao*, Weipeng Yang, Hui Li

*Corresponding author for this work

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Research Findings: This study aims to explore the relationships between Scientific Epistemic Beliefs (SEB), Science Teaching Beliefs (STB) and Science-specific Pedagogical Content Knowledge (Science-PCK) in preservice kindergarten teachers from China. Altogether 987 preservice teachers were randomly sampled from a teacher education institution and were invited to complete Scientific Epistemic Beliefs Scale, Teachers’ Science Teaching Beliefs scale, and Science-PCK scale. Their personal information (such as age, gender and family income) was collected, and their work-orientated interest and anxiety were also surveyed. CFA and path analysis generated a model with excellent fit, CFI =.946, TLI =.886, NFI =.923, RMSEA =.045, X = 29.864, df = 10, p <.001. This model indicated that: (1) SEB strongly predicted STB and Science-PCK; (2) Science teaching anxiety partially mediated the association between SEB and STB; (3) STB partially mediated the association between SEB and Science-PCK; and (4) STB was a full mediator between Year/SES/Interest and Science-PCK. Practice or Policy: ECE teacher education program should be improved to pay more attention to SEB and STB training and to cater to individual differences in terms of Anxiety and SES backgrounds.

Original languageEnglish
Number of pages16
JournalEarly Education and Development
DOIs
Publication statusE-pub ahead of print - 7 Jun 2020

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