Enhancing Molecular Biology Content Knowledge and Teaching Self-Efficacy in Pre-Service Teachers Through Virtual and Hands-On Labs and Reflective Teaching

Abstract

Teachers in lower secondary education often lack content knowledge and self-efficacy to teach molecular biology. The focus of this study was to develop and evaluate an innovative educational approach to prepare pre-service teachers for teaching molecular biology. Therefore, an educational double-decker, with two master courses in a teaching-learning laboratory, has been developed. First, teacher students acquire virtual and authentic lab experiences in a blended-learning course. Later they gain reflective teaching experience by instructing peers or secondary school students. Using a mixed-methods approach in a one-shot-case study design, we examined the effects of the two courses on content knowledge of molecular biology and self-efficacy to teach it, the relationship between knowledge and self-efficacy, and the influence of teaching secondary students compared to peer teaching on self-efficacy. Questionnaires (N = 92 and N = 20) measured knowledge and self-efficacy before and after both courses; differences were analyzed statistically. In addition, guided interviews were conducted with teacher students after the educational double-decker (N = 14) and analyzed qualitatively using content analysis. The results demonstrate that blended-learning formats are efficacious in developing molecular biology knowledge. Content knowledge is positively correlated with teaching self-efficacy, but this effect diminishes after having a reflective teaching experience. These experiences are pivotal factors in self-efficacy development. Teaching real secondary school students is valuable in fostering self-efficacy, as such authentic experiences can be readily applied in everyday school life.