Content knowledge and self-efficacy of science teachers : bases for the development of learning modules in chemistry
Date of Award
Master of Science in Science Education
Lee-Chua, Queena N., Ph.D.
The content knowledge and self-efficacy of a teacher were recognized as important factors that influence effective teaching and student achievement. As the K to 12 Science program was formally implemented, interventions to enhance competence and confidence of teachers in teaching science in a spiral progression approach are main concerns. This study focused on the development and validation of learning modules in Chemistry for science teachers. The content knowledge and self-efficacy beliefs of teachers were determined using a content knowledge test and a self-efficacy beliefs scale. Content learning needs of teachers were based on the results of needs analysis. Findings showed that the content knowledge test scores and self-efficacy beliefs have a negligible to low correlation. Results of the content knowledge test were used as bases to identify the top five least mastered chemistry topics. The top five least mastered topics in chemistry were solutions, chemical bonding, mole concept, gas laws, and chemical reactions. Key findings in the results of focus group discussions were used to verify the quantitative findings. The development of the learning modules in chemistry was guided by the requirements of the K to 12 Science curriculum. Chemistry content and science education experts validated the learning modules to ensure validity of their content.
(2017). Content knowledge and self-efficacy of science teachers : bases for the development of learning modules in chemistry. Ateneo de Manila University.