Knowledge of Scientific Concepts in Science Books at the Primary Stage and Self-Efficacy in Teaching Science among Student Teachers

Abstract

The study aims to determine the level of knowledge of scientific concepts included in science books at the primary stage of teachers at Najran University. The study was conducted according to the mixed method (quantitative/qualitative). A cognitive achievement test of the most common concepts in science books for the higher grades of the primary stage, based on the analysis of the content of these books. The test, which had 58 questions, was applied to all student teachers (n=15) enrolled in the science diploma program for the primary stage during 2022. Also, interviews were conducted with a number of these teachers. The Science Teaching Efficacy Belief Instrument Form B (STEBI-B) was utilized. The study concluded that the level of knowledge of scientific concepts among student teachers is low; the average values were less than the standard average. In addition, no statistically significant association was detected between self-efficacy in teaching science and the possession of scientific concepts; however, given the small sample size (n = 15), this result should be interpreted as exploratory rather than definitive. The researchers recommend developing the content of the specialized courses taught by student teachers in the Higher Diploma of Science to fill the gap between the contents of these courses and science curricula in the primary stage.