Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment

Abstract

The flipped instruction methodology has increased in popularity in recent years. A fruitful area for flipped methodology helps to increase the selfefficacy and attitudes of students as a learner in their science course. This study investigates the effects of following a flipped classroom teaching methodology on Pre-Service Teachers’ (PSTs) self-efficacy in science contents and teaching science, as well as their attitudes toward science. Various instruments were used to assess the influence of the methodology on the aforementioned variables, and the results indicated that significant differences were observed in the students’ self-efficacy before and after course completion. Additionally, the methodology followed in the class significantly increased positive attitudes toward science and scientific contents, and, therefore, PSTs were more willing to enjoy science. Thus, a flipped science course can contribute to attaining science self-efficacious PSTs with positive attitudes that are vital to accomplishing insights and visions for professional and specialized developments of PSTs.