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

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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, X² = 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. Copyright © 2020 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)82-97
JournalEarly Education and Development
Volume32
Issue number1
Early online date07 Jun 2020
DOIs
Publication statusPublished - 2021

Citation

Wu, D., Liao, T., Yang, W., & Li, H. (2021). Exploring the relationships between scientific epistemic beliefs, science teaching beliefs and science-specific PCK among pre-service kindergarten teachers in China. Early Education and Development, 32(1), 82-97. doi: 10.1080/10409289.2020.1771971

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