Abstract
The purpose of this study was to examine preservice elementary teachers’ understanding of the concepts of photosynthesis and inheritance, to explore their self-efficacy beliefs in the teaching of science, and to investigate the relationship between these two issues. Data was gathered through the use of a misconception instrument and science teaching efficacy beliefs instruments. Seventy-nine preservice elementary teachers participated in this study. The results showed that participants held alternative conceptions regarding photosynthesis and inheritance and have generally positive self-efficacy beliefs regarding science teaching. The results also suggested that those participants with fewer alternative conceptions regarding photosynthesis had relatively high personal science teaching efficacy. Teachers are clearly a central component for student success in learning science; however, in 1983, Feistritzer and Boyer reported that among elementary teachers, understanding science concepts was at a low level. Previous studies have shown that elementary teachers often have negative attitudes toward science (Shrigley, 1974), have science anxiety (Czerniak & Chiarelott, 1990), have low science interest (Tilgner, 1990), and do not have confidence in their ability to teach science (DeTure, Gregory, & Ramsey, 1990). Studies also have found that elementary teachers generally possess a low level of knowledge regarding the concepts, facts, and skills concerning science (Stevens & Wenner, 1996; Victor, 1962; Wenner, 1993). A number of studies have documented that both preservice and inservice elementary teachers frequently hold alternative conceptions (or misconceptions) for a variety of science concepts and harbor misunderstandings (Atwood & Atwood, 1996; Schoon, 1993; Schoon & Boone, 1998). This often causes elementary teachers to avoid teaching science to children (Czerniak & Chiarelott, 1990; Westerback, 1982) or to spend less time teaching science in comparison to other subjects (Westerback, 1982).
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