Introduction. In Contemporary Science Education, There

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In contemporary science education, there are numerous issues presently faced by educators, students and science professionals. These include the misuse of information and communication technology, the depth of disciplinary action, the image of science pedagogy, student attitudes, the science curriculum ‘belonging to the past’, and the hardships of focusing on science as ‘an art’, rather than as an objective, logical method of pedagogy. (Appleton, 2013; McFarlane, 2013; Tytler, 2007) This paper will focus on a specific contemporary issue which is causing hardship for several parties involved with the teaching and learning practices. This issue is that of the lack of self-efficacy and motivation found in science educators. …show more content…

Literature Review
The concepts of educator self-efficacy and motivation in science education contexts are ones which have faced a steady decline in recent years. Self-efficacy in an education context is defined as “the judgement of an educator’s capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated” (Henson, 2001, p. 4), or as “a teacher’s confidence in their science and pedagogical abilities to promote student learning.” (Hoy, 2000, p. 344). When partnered with the concept of motivation, it can be identified that science educators’ analyses of their own performances and their perceived competencies of themselves in their profession are gradually diminishing, making this a firm contemporary issue in modern science education (Henson, 2001; Pendergast, Garvis & Keogh, 2011).
Self-efficacy and motivation are both traits that society require science educators to display on a daily basis. They shape teacher effectiveness and allow educators to be resilient when dealing with problems (Bangs & Frost, 2012). The increasingly low level of the acquirement of these traits has become a rising problem for science education in

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