Enhancing pre-service teachers’ science teaching efficacy beliefs and attitudes toward science using the flipped classroom model
Bibliographic Data
| ID | 22166343 |
|---|---|
| Authors | Teresa Ribeirinha (0000-0002-5678-3476, Life Quality Research Centre), Marisa Correia (0000-0001-6205-4475, Life Quality Research Centre, corresponding author) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-04-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1512320 |
| OpenAlex | W4409239094 |
| Language | EN |
| Citations received | 3 |
| References cited | 47 |
Introduction Science teacher education programs play a crucial role in shaping future educators. Pre-service Teachers’ (PSTs) attitudes toward science and their self-efficacy beliefs are pivotal in determining the extent to which they engage with and benefit from their academic training. The Flipped Classroom Model (FCM) offers a technology-enhanced, student-centered approach with the potential to enhance PSTs’ self-efficacy beliefs and attitudes. Methods This study explores the effect of an FCM approach in a general science course on the PSTs science teaching self-efficacy beliefs and attitudes toward science. The study used a mixed methods approach with 39 PSTs. The quantitative dimension adopted a semi-experimental design with a pretest-posttest control group, and qualitative data were collected through semi-structured interviews. Results Results suggest that the FCM had a significant effect on PSTs’ science teaching self-efficacy beliefs, particularly in the personal science teaching efficacy, and on their attitudes toward science, particularly in their perceptions of the science teacher. The themes of supportive environment and hands-on activities emerged from the qualitative analysis. Discussion The implementation features of the FCM, combined with teacher support, appeared to foster a more productive classroom environment that had mobilized multiple sources of self-efficacy. This environment stimulated PSTs’ interest in science and increased their confidence, thereby cultivating a greater sense of investment in their science learning. Incorporating the FCM into teacher education programs offers significant advantages in PSTs’ academic training
Flipped Classroom · Flipped learning · Knowledge management · Mathematics education · Medical education · Science education · Computer Science · Education and Critical Thinking Development · Innovative Teaching Methods · Medicine · Psychology · Science Education and Pedagogy
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| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |