Welter Virginia Deborah Elaine, Dawborn-Gundlach Merryn, Großmann Leroy, Krell Moritz
Department of Biology Education, IPN - Leibniz Institute for Science and Mathematics Education, Kiel, Germany.
Faculty of Education, The University of Melbourne, Melbourne, VIC, Australia.
Front Psychol. 2024 Feb 7;15:1339615. doi: 10.3389/fpsyg.2024.1339615. eCollection 2024.
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 ( = 114; = 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.
除了教师的专业知识外，他们的自我效能感是促进学生科学推理（SR）的一个关键方面。然而，由于尚未发表专门针对教授科学推理任务的自我效能信念的测量工具，我们相应地改编了科学教学效能信念量表（STEBI），从而产生了科学推理教学效能信念量表（TSR-EBI）。虽然TSR-EBI的概念框架总体上与STEBI相当，但在特异性方面超越了STEBI，承认教授科学推理需要非常特殊的知识和技能，而在促进科学教育中的其他能力时不一定需要同等程度的这些知识和技能。为了评估TSR-EBI的心理测量质量，我们进行了两轮验证。两个样本（n1 = 114；n2 = 74）均由德国大学硕士项目的职前教师组成。通过应用拉施分析和已知群体比较对收集到的数据进行了分析。在对TSR-EBI内部结构的分析过程中，我们发现一个3分类量表优于一个5分类结构。该量表的人员和项目信度被证明是令人满意的。此外，在第二轮验证中，很明显之前在3分类量表上得到的结果在一个新的（但具有可比性的）样本中总体上是可重复的，这明确支持了TSR-EBI的心理测量质量。此外，在测试与标准的关系方面，该量表也能够区分假定在教授科学推理方面具有不同自我效能水平的群体。尽管如此，一些研究结果也表明，尽管项目拟合统计数据可以接受，但重新考虑个别项目的选择可能会使该量表受益。然而，总体而言我们认为，TSR-EBI有潜力在未来关于影响教师自我效能感的因素（如他们的专业经验、先前培训或有效教学的感知障碍）的研究中提供有价值的见解。
