RESUMEN
Besides teachers' professional knowledge, their self-efficacy is a crucial aspect in promoting students' scientific reasoning (SR). However, because no measurement instrument has yet been published that specifically refers to self-efficacy beliefs regarding the task of teaching SR, we adapted the Science Teaching Efficacy Belief Instrument (STEBI) accordingly, resulting in the Teaching Scientific Reasoning Efficacy Beliefs Instrument (TSR-EBI). While the conceptual framework of the TSR-EBI is comparable to that of the STEBI in general terms, it goes beyond it in terms of specificity, acknowledging the fact that teaching SR requires very specific knowledge and skills that are not necessarily needed to the same extent for promoting other competencies in science education. To evaluate the TSR-EBI's psychometric quality, we conducted two rounds of validation. Both samples (N1 = 114; N2 = 74) consisted of pre-service teachers enrolled in university master's programs in Germany. The collected data were analyzed by applying Rasch analysis and known-group comparisons. In the course of an analysis of the TSR-EBI's internal structure, we found a 3-category scale to be superior to a 5-category structure. The person and item reliability of the scale proved to be satisfactory. Furthermore, during the second round of validation, it became clear that the results previously found for the 3-category scale were generally replicable across a new (but comparable) sample, which clearly supports the TSR-EBI's psychometric quality. Moreover, in terms of test-criterion relationships, the scale was also able to discriminate between groups that are assumed to have different levels of self-efficacy regarding teaching SR. Nonetheless, some findings also suggest that the scale might benefit from having the selection of individual items reconsidered (despite acceptable item fit statistics). On balance, however, we believe that the TSR-EBI has the potential to provide valuable insights in future studies regarding factors that influence teachers' self-efficacy, such as their professional experiences, prior training, or perceived barriers to effective teaching.
RESUMEN
Pedagogical content knowledge (PCK) is one core dimension of teachers' professional knowledge and comprises knowledge about conceptual ideas of learners and appropriate instructions. However, several challenges regarding the assessment of PCK are discussed in the literature: For example, PCK is a topic-specific construct and contains differentiable subdomains, which must be considered during test development. In addition, the choice of test type needs to be considered. While open-ended instruments can capture a broader range of cognitions, they often require a high level of interpretation; in contrast, multiple-choice instruments have advantages in terms of objectivity and test economy. Some challenges of assessing PCK are particularly related to multiple-choice instruments, such as an insufficient focus on specific components or the accidental assessment of teachers' beliefs instead of PCK. To better understand and explain these challenges in developing multiple-choice PCK instruments, we exemparly used an instrument to assess PCK about scientific reasoning and considered the assumptions of the expert-novice paradigm to analyze differential response behavior between n = 10 researchers in the field of biology education (experts) and n = 10 undergraduate pre-service biology teachers (novices). As expected, experts scored significantly higher than novices. At the same time, experts answered the items more consistently than novices, i.e., showed less variance. However, the difference found was statistically insignificant. Regarding the explanations for choosing a response option, experts more often correctly identified the quintessence of the items, which means that they more often understand the items as intended and argued based on their PCK. On the other hand, novices focused more on surface characteristics, i.e., they argued rather with surface knowledge like intuition or personal experience, than choosing the response option based on their PCK. These crucial differences in how experts and novices understand the items of the used PCK instrument and how they respond based on their understanding affect different test characteristics. In conclusion, we recommend ensuring that instruments address only a few, specific PCK aspects, considering the target group of a test, and take into account that target groups with larger variability among their responses require a higher number of items to achieve satisfactory discrimination and reliability indices.
RESUMEN
A rapidly changing world and constantly expanding knowledge requires education to no longer focus on teaching subject-matter knowledge but also to promote students' critical thinking (CT) and an accurate understanding of the nature of science (NOS). However, several studies have shown that these skills are still poorly acquired during formal education. Given the cause-effect sequence from teacher education to teacher action to student learning, it seems reasonable to consider individual factors on the part of (pre-service) teachers as possible contributors to such skill gaps. In our study, we therefore investigated how pre-service biology teachers perform on tasks assessing their CT skills and NOS beliefs. In addition, we addressed the questions of whether test performance and/or the relationships between CT skills and NOS beliefs differ as a function of the number of learning opportunities. Our results show that our participants' CT skills were only in the low-average range. Moreover, 86% of them did not have an informed understanding of NOS. Although participants in the master's program demonstrated clearly superior CT skills than those in the bachelor's program, no such difference was found in terms of NOS beliefs. However, there was a consistent advantage for pre-service teachers who were aspiring to a teaching qualification in two (as opposed to only one) scientific subjects. Our findings provide useful implications, particularly with respect to the influence of learning opportunities in university teacher education and the effectiveness of CT- and NOS-based instructional settings. On a more prospective note, our findings underscore that, given the grand global tasks of the 21st century, it seems more important than ever to ensure that pre-service science teachers have sufficient expertise in CT and NOS in order to increase the likelihood that these teachers will be able to successfully help their future students develop these skills.
RESUMEN
Despite the need for enduring preventive behavior in times of the COVID-19 pandemic, several counteracting behavioral reactions can be observed worldwide. Considering the grave consequences resulting from such health-related risk behavior, we carried out an online questionnaire study to identify personal characteristics that frame a motivational sketch of those who refuse to follow the pandemic-related preventive measures. Our results from a sample of N = 570 German participants already indicate obvious changes in relevant variables in the four-week investigation period during the pandemic's initial phase (25th March to 22nd April 2020). Above all, the willingness to take preventive measures decreased, as did the assessment of the pandemic's severity. The perceived own vulnerability also turned out to be clearly age-dependent and, overall, our sample showed a negative affectivity deviating distinctively from a reference sample. These and other findings allow for identification of sources for public health interventions that can help to increase compliance with required prevention behavior, and thus, counteract COVID-19.