Science anxiety levels in Emirati student teachers

Martina Dickson (Emirates College for Advanced Education, Abu Dhabi)
Melissa McMinn (Higher Colleges of Technology, Abu Dhabi)
Hanadi Kadbey (Emirates College for Advanced Education, Abu Dhabi)

Learning and Teaching in Higher Education: Gulf Perspectives

ISSN: 2077-5504

Article publication date: 1 June 2017

Issue publication date: 1 June 2017

66
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Abstract

Research has shown that pre-service and in-service teachers who exhibit science anxiety are less likely to teach it effectively. It is therefore critical to gauge the science anxiety levels of student teachers early while there are still possibilities, perhaps, to prevent serious issues occurring later on as a result. This study takes place in the United Arab Emirates, where Emirati science teachers are already in the vast minority. Since this is the case and teacher attrition rates are high, it is important to offer as much support to student teachers as possible. We surveyed 113 student elementary school teachers to explore their science anxiety levels. Whilst some studies have shown that science anxiety can decrease as students take science content courses, thereby theoretically gaining confidence in science knowledge, this effect was not observed in our study except for a few aspects and only in those who had studied in the ‘science track’ at school. We also found that students educated in arts tracks in high schools had significantly higher science anxiety levels compared with those who followed science tracks.

و ةمدخلا لبق ام يملعم نأ ثوحبلا ترهظأ دق نورهظي نيذلا و ةمدخلا يف نيملعملا نم ً اقلق مولعلا ةدام مه ميلعتل ًﻻامتحإ لقأ قلقلا تايوتسم سايق ةيمهﻷا نمف كلذلو .ةيلاعفب مولعلا ةدام نم مولعلا ةدام ﻻ نيح يف ركبم تقو يف ةمدخلا لبق ام يملعمل ي مبر لامتحا كانه لاز ةيبرعلا تارامﻹا ةلود يف ةساردلا هذه يرجتو .كلذل ةجيتن قحﻻ تقو يف لكاشم يأ ثودح عنمل ا ميدقت مهملا نمف ،ةعفترم نيملعملا صقانت تﻻدعمو لاحلا وه اذه نأ امبو .ةيلقأ مه نييتارامﻹا مولعلا يملعم ثيح ،ةدحتملا مب انمق .ةمدخلا لبق ام يملعمل معدلا نم نكمم ردق ربكأ ﺢس 113 نم مهقلق تايوتسم فاشكتسﻻ ةمدخلا لبق ام يملعم نم مولعلا ةدام قلقلا نأ تاساردلا ضعب ترهظأ نيح يف . نم مولعلا ةدام ضفخني نأ نكمي ىوتحملا تاقاسم ةبلطلاا لامكتسا عم ُي مل ،ةيملعلا ةفرعملا يف ةقثلا باستكا يلاتلابو ،يملعلا َحﻼ ساب انتسارد يف ريثأتلا اذه ظ نيذلا كئلوﻷ طقفو بناوجلا ضعب ءانثت يف ةيبدﻷا و ةينفلا تاراسملا اوذختا نيذلا ةمدخلا لبق ام يملعم نأ اضيأ اندجوو .ةسردملا يف ةيملعلا تاراسملا اوذختا قلقلا تايوتسم مهيدل ناك ةيوناثلا سرادملا نم مولعلا ةدام .ةيملعلا تاراسملا اوعبتا نيذلا كئلوأ نم ريثكب ىلعأ

Citation

Dickson, M., McMinn, M. and Kadbey, H. (2017), "Science anxiety levels in Emirati student teachers", Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 14 No. 1, pp. 16-29. https://doi.org/10.18538/lthe.v14.n1.250

Publisher

:

Emerald Publishing Limited

Copyright © 2017 Martina Dickson, Melissa McMinn and Hanadi Kadbey

License

This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode


Acknowledgements

Publisher's note: The Publisher would like to inform the reader that the article “Science anxiety levels in Emirati student teachers” has changed pagination. Previous pagination was pp. 1-14. The updated pagination for the article is now pp. 16-29. The Publisher apologises for any inconvenience caused.

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