Pre-service early childhood teachers' beliefs that influence their intention to use inquiry-based learning methods.
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| Title: | Pre-service early childhood teachers' beliefs that influence their intention to use inquiry-based learning methods. |
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| Authors: | Zoupidis, Anastasios1 azoupidis@eled.duth.gr, Tselfes, Vasilis2, Kariotoglou, Petros3 |
| Source: | International Journal of Early Years Education. Sep2023, Vol. 31 Issue 3, p738-752. 15p. 3 Charts. |
| Subject Terms: | *Student teacher attitudes, *Early childhood teachers, *Inquiry-based learning, *Science education, *Early childhood education, Intention |
| Abstract: | In this study we investigated pre-service early childhood teachers' (referred to as student teachers) beliefs that might influence their intention to use inquiry-based learning methods that have been taught on an inquiry-based science course. During this course, the student teachers (N = 17) participated in a number of classroom experiments concerning phenomena that are part of the curriculum of early childhood education, focusing on pupil's conceptual representations using the inquiry-based approach. Moreover, the student teachers were explicitly taught the reasoning of Control of Variables Strategy (CVS) as an aspect of inquiry. A four-item open-type questionnaire on the classroom experiments that were approached through the CVS method, was used to investigate student teachers' understanding of this method. Moreover, an eight-item open-type questionnaire and a four-item Likert scale questionnaire were used to investigate student teachers' intention to use the CVS method in their teaching practice, focusing on attitude, normative and control socio-psychological factors. The results show the categories of student teachers' beliefs, leading to teaching implications, and indicate a tentative relationship with an indeterminate direction. Specifically, those student teachers who understood the CVS method were influenced by control factors for its implementation, whereas the other student teachers were influenced by attitude and/or normative factors. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 169784523 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pre-service early childhood teachers' beliefs that influence their intention to use inquiry-based learning methods. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zoupidis%2C+Anastasios%22">Zoupidis, Anastasios</searchLink><relatesTo>1</relatesTo><i> azoupidis@eled.duth.gr</i><br /><searchLink fieldCode="AR" term="%22Tselfes%2C+Vasilis%22">Tselfes, Vasilis</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Kariotoglou%2C+Petros%22">Kariotoglou, Petros</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Sep2023, Vol. 31 Issue 3, p738-752. 15p. 3 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teacher+attitudes%22">Student teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this study we investigated pre-service early childhood teachers' (referred to as student teachers) beliefs that might influence their intention to use inquiry-based learning methods that have been taught on an inquiry-based science course. During this course, the student teachers (N = 17) participated in a number of classroom experiments concerning phenomena that are part of the curriculum of early childhood education, focusing on pupil's conceptual representations using the inquiry-based approach. Moreover, the student teachers were explicitly taught the reasoning of Control of Variables Strategy (CVS) as an aspect of inquiry. A four-item open-type questionnaire on the classroom experiments that were approached through the CVS method, was used to investigate student teachers' understanding of this method. Moreover, an eight-item open-type questionnaire and a four-item Likert scale questionnaire were used to investigate student teachers' intention to use the CVS method in their teaching practice, focusing on attitude, normative and control socio-psychological factors. The results show the categories of student teachers' beliefs, leading to teaching implications, and indicate a tentative relationship with an indeterminate direction. Specifically, those student teachers who understood the CVS method were influenced by control factors for its implementation, whereas the other student teachers were influenced by attitude and/or normative factors. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=169784523 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09669760.2021.1890552 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 738 Subjects: – SubjectFull: Student teacher attitudes Type: general – SubjectFull: Early childhood teachers Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Science education Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Intention Type: general Titles: – TitleFull: Pre-service early childhood teachers' beliefs that influence their intention to use inquiry-based learning methods. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zoupidis, Anastasios – PersonEntity: Name: NameFull: Tselfes, Vasilis – PersonEntity: Name: NameFull: Kariotoglou, Petros IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 09669760 Numbering: – Type: volume Value: 31 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Early Years Education Type: main |
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