Constructing Factors of the SETSIS

Outcomes from the SETSIS are meant to be used in inferring competence in teaching using science inquiry skills in science classroom from the perspective of self-belief. Teaching competency in the science classroom is derived from the recognition of teacher knowledge development (Shulman, 1986, 1987; Darling- Hammond, 2006; Ben-Peretz, 2011). Thus, hypothetically, competence in teaching in the science classroom using the new curriculum among PSTs can be measured from the components of teacher knowledge in specific tasks, which is teaching using science inquiry skills. In regards to measuring the development of teacher

efficacy in teaching using science inquiry skills (Ministry of Education 2013). As mentioned in the previous chapter (referring to the theoretical framework), this study defines self-efficacy in teaching using science inquiry skills within the three factors: KE, PTE and OBE. The definition given corresponds to teacher knowledge

development in teaching using science inquiry skills.

In this study, TSE belief is used as a key construct in measuring the SETSIS in the science classroom (Bandura, 1994; Roberts and Henson, 2000; Tschannen-Moran and Hoy, 2001). Much of the research into self-efficacy in academic achievement and health psychology competence has agreed that self-efficacy has important characteristics in measuring competency in performing specific tasks to attain designated outcomes (Zimmerman, Bandura and Martinez-Pons, 1992; Albion, 1998; Zimmerman, 2000; Caprara et al., 2006; Siwatu, 2007; Cassidy, 2015), which supports the concept of the prominent model of TSE belief by Tschannen-Moran et al. (1998). However, as discussed in section 2.3, this study adapted the concept of the model within the contemporary definition that emphasises the perceived ability to take action (agent-mean) rather than bringing about desired outcomes (agent-end). Moreover, this study defines self-efficacy belief with characteristics that extensively include the role of teacher knowledge as an additional factor. The study definition of self-efficacy is an appropriate element to be integrated with the concept of teacher knowledge to describe development in teacher learning (Wheatley, 2002). The SETSIS designs to measure self-efficacy in teaching using science inquiry skills correspond with PSTs’ potential ability to perform specific teaching tasks using science inquiry skills in primary science as required by the current curriculum. The present study blends elements of self-efficacy and psychometric theory to measure self-efficacy, specifically in teaching using science inquiry skills among PST. The element of self-efficacy in the measure is defined by the three factors. The factors are constructed in three different subscales which measure perceived ability in delivering the tasks accordingly. The three subscales were psychometrically combined and interpreted as a measure of self-efficacy in teaching science using science inquiry skills.

4.2.1 Definition of factors

Table 8 below summarises the definitions of the three factors used in the

development of the SETSIS. Items in the three factors were chosen based on the definition and the traits measured. All the traits reflected an outcome for self-efficacy in teaching science using science inquiry skills. The outcomes were interpreted within the three factor traits’ limits.

Table 8 Summary of the three factors in the construct Component/

factor

Knowledge/ KE Practice/ PTE Belief/ OBE

Trait measured Degree of a PST judgement in poses the science inquiry skills knowledge required to organise and conduct science inquiry strategies for science teaching. Degree of a PST judgement on personal capability in using the science inquiry skills knowledge to confront the complexity of teaching science using science inquiry strategy in classroom context Degree of a PST judgement on belief in learning good science through inquiry strategies aided by the knowledge of science inquiry skills. Interpretation of factor PST perceived ability in content and instructional knowledge of science inquiry skills when teaching science. PST perceived ability in practicing the science inquiry skills knowledge for teaching in the science classroom. PST belief in the value of learning science by using science inquiry skills

4.2.1.1 Definition of Knowledge Efficacy (KE)

KE is introduced to represent the factor of self-efficacy in the component of knowledge of science inquiry skills. The KE scale is aimed at assessing personal belief in ability using the science inquiry skills knowledge information to support the process-content teaching approach. The KE scale neither tests understanding of explicit science inquiry skills nor how to use science inquiry skills explicitly in experiments. Instead, the KE scale is about ability in using sufficient knowledge of science inquiry skills for teaching science. Overall, the KE scale measures perceived ability in science inquiry skills knowledge for teaching science that is possessed by an individual PST.

KE measures meaningful knowledge of science inquiry skills for teaching. KE is about knowing explicit science inquiry skills and, moreover, knowing how to use

science inquiry skills knowledge in teaching science. These two traits – content knowledge of science inquiry skills and instructional knowledge of science inquiry skills –are reflected in the example of the following KE item.

I understand about measurement and space sufficiently to help students understand the concept of length using self-measure activity (i.e. arranging paper clips/ sticks).

The item assesses the explicit conceptual understanding of the concept of skills of measurement and space that are being used (i.e. content knowledge) and the concept of learning using self-measuring activity (i.e. instructional knowledge). Both knowledge exist as science inquiry skills knowledge required for teaching science. Thus, items in KE indicate the science inquiry skills knowledge that consists of content and instructional knowledge, which enable the PST to use science inquiry skills meaningfully for teaching.

In this study, the science inquiry skills knowledge refers to the use of 12 science process skills (SPS) in a science inquiry: seven basic SPS and another five integrated SPS (Malaysia Ministry of Education, 2013) (i.e. observation, classification, measurement and using numbers, inference, communication, predicting, using space-time relationship, interpreting data, defining operationally, controlling variables, hypothesizing and experimenting) that are required for effective planning of inquiry strategies. On the whole, KE refers to the personal judgement of PSTs in their position of the required science inquiry skills knowledge.

4.2.1.2 Definition of Personal Teaching Efficacy (PTE)

PTE is introduced to represent self-efficacy towards components of the practice of teaching using science inquiry skills in science classrooms. PTE refers to personal feelings about conducting teaching using science inquiry skills in a classroom. It assesses the judgement of personal capabilities in skills, knowledge and personal attitudes to anticipate classroom teaching. Furthermore, the PTE scale also

considers anticipation in contextual factors such as the climate within the school and supportiveness of superior teachers. Thus, in general, the PTE scale assesses self- perception of personal teaching ability within teaching tasks and teaching contexts. As noted, PTE assessments are somewhat similar to KE in terms of the science inquiry skills knowledge, but PTE includes specific aspects of the classroom

situation. PTE assesses the capability to anticipate elements of tasks in a classroom, referring specifically to teaching using science inquiry skills during classroom

When a science process is difficult to explain, I will use an investigative approach to assist the students’ understanding.

The item reflects anticipation of difficulties in the nature of science using a pedagogical of inquiry science (investigation) approach. It is intended to asses

personal capability in engaging with the classroom’s elements (i.e. nature of science, pedagogy, curriculum and students’ knowledge) when teaching science in a

classroom.

Along with the teaching tasks, the PTE scale also reflects the capability to anticipate aspects of contextual factors. This is reflected in the following item.

I choose to show inquiry methods suggested by the latest curriculum to the headmaster.

In the item above, PTE assesses personal capability to anticipate supportiveness from a superior teacher in the school. Overall, PTE is meant to assess the highest level of PCK Taxonomy attributes (Veal and MaKinster, 1999b), which is the capability to integrate with the elements that occur during the tasks of teaching classroom science.

By the combination of self-efficacy and personal capabilities, PTE scale was created to reflect the judgement of PSTs on their personal ability using the knowledge to confront the complexity of teaching science using science inquiry strategy in a classroom context. The PTE scale was aimed to assess personal ability in using the science inquiry skills knowledge and, at the same time, capture the overarching abilities to teach it in the context of the science classroom. This means that if a PST has confidence in their ability to executing the knowledge of science inquiry skills in a classroom then that PST has a good potential of using science inquiry skills to teach science in a real classroom setting.

4.2.1.3 Definition of Outcome Belief Efficacy (OBE)

In this study, OBE is used to measure the belief of effectiveness in using science inquiry skills for teaching science. The definition of OBE derived from the belief component of teacher knowledge. Belief components have important rules in developing teaching behaviours in the classroom (Magnusson, Krajcia and Borko, 1999; Kane, Sandretto and Heath, 2002; Marra, 2005).OBE is seen as a

fundamental component in teacher development.

The OBE scale in this project was designed to measure PSTs’ perceived belief in the value of using science inquiry skills, which encourages better teaching and learning outcomes. OBE’s items reflect a belief in learning good science through inquiry

strategies aided by the knowledge of science inquiry skills. This is reflected in one of the following OBE items.

I believe that investigative skills are needed for students to success in learning science at higher levels.

The item reflects beliefs about the requirement of science inquiry skills knowledge for success from personal experience in learning science. It assesses general belief relating to outcomes from experiences of learning using science inquiry skills. Moreover, the OBE scale assesses personal belief based on respondent’s experiences of the learning outcomes rather than personal belief in the

respondent’s ability to producing the learning outcomes as posted in PTE. This is reflected in one of the OBE items, as follows.

I believe that a science inquiry strategy is the best method for teaching science.

The item assesses personal belief in the advantage of science inquiry skills

knowledge for teaching rather than belief in the personal ability to implement science inquiry skills knowledge for teaching. Overall, OBE is aimed at assessing general belief in the value of using science inquiry skills for teaching science, which leads to self-motivation in the future.

OBE is defined slightly differently from KE and PTE. While KE and PE are about the judgement of self-possession and self-capability while using the science inquiry skills knowledge, OBE is concerned with opinions on the belief about advantages of

science inquiry skills knowledge in learning science. Thus, in general, OBE assesses personal beliefs in the advantages of using science inquiry skills in learning science. OBE was constructed to complement but not to influence KE and PTE (Bandura 1994).