Identifying Complexity in Biology Teachers' Beliefs about Teaching Cancer Education: An Application of the Theory of Planned Behaviour Expectancy-Value Framework

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Zusammenfassung

Despite an increase in research on teachers' beliefs, still, relatively little is known about topic specific beliefs in the Science|Environment|Health area. We investigated beliefs about teaching cancer education as an exemplary topic from the health domain. Prior studies have drawn a pessimistic picture of teachers' beliefs and have postulated predominantly affective barriers concerning teaching the topic. Building on the results of previous studies, the attempt is made, for the first time, to apply the Theory of Planned Behaviour (TPB) to teachers' beliefs about teaching cancer education. Mixed-method belief elicitation studies were conducted (open-ended questionnaire n=168; interviews n=11) to develop items about outcomes of teaching (behavioural beliefs), normative pressure (normative pressure) as well as teachers' skills and external control factors (control beliefs). We further identified and analysed teachers' salient beliefs (n=23) using the TPB expectancy-value-framework (EV). To compute the EV index, we obtained measures of belief likelihood and evaluation on each item and calculated the mean EV product for each scale. The elicitation studies described in this paper yielded insights into a broad range of aspects teachers consider when thinking about cancer education and were used to develop a questionnaire. All scales showed items in which teachers gave mainly similar ratings in their likelihood judgments, but different ratings in their evaluation judgements. Mean EV products for behavioral beliefs, personal control beliefs, and normative beliefs were clearly positive. For situational control beliefs, the mean EV product is positive, but close to theoretical mean of the scale. Findings as well as hypotheses that emerged from the data analysis are discussed in the light of the Theory of Planned Behavior. Implications for future research in this field are made. IDENTIFYING COMPLEXITY IN BIOLOGY TEACHERS' BELIEFS ABOUT TEACHING CANCER EDUCATION: AN APPLICATION OF THE THEORY OF PLANNED BEHAVIOUR EXPECTANCY-VALUE-FRAMEWORK. Available from: https://www.researchgate.net/publication/319255045_IDENTIFYING_COMPLEXITY_IN_BIOLOGY_TEACHERS%27_BELIEFS_ABOUT_TEACHING_CANCER_EDUCATION_AN_APPLICATION_OF_THE_THEORY_OF_PLANNED_BEHAVIOUR_EXPECTANCY-VALUE-FRAMEWORK [accessed Aug 29, 2017].

Vortragende der Universität Münster

Asshoff, Roman	Zentrum für Didaktik der Biologie (ZDB)
Hammann, Marcus	Professur für Didaktik der Biologie (Prof. Hammann)
Heuckmann, Benedikt	Professur für Didaktik der Biologie (Prof. Heuckmann)