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 journalArticlepeer-review

    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
    Pages (from-to)82-97
    Number of pages16
    JournalEarly Education and Development
    Volume32
    Issue number1
    Early online date7 Jun 2020
    DOIs
    Publication statusPublished - Jan 2021

    Fingerprint

    Dive into the research topics of 'Exploring the relationships between Scientific Epistemic Beliefs, Science Teaching Beliefs and Science-Specific PCK among pre-service kindergarten teachers in China'. Together they form a unique fingerprint.

    Cite this