@article{fb9fd9b2484e4e2ea7bd17eba0eec5d2,
title = "Factors predicting kindergarten teachers{\textquoteright} integration of science into their teaching in indigenous areas",
abstract = "Past studies have shown that kindergarten teachers find it challenging to integrate science into their instruction, but little is understood about factors that influence their science teaching in Indigenous areas. Our study aimed to investigate the associations between kindergarten teachers{\textquoteright} experiences, attitudes, self-efficacy, outcome expectations and science teaching. Partial least square structural equation modelling was employed to analyse 384 questionnaires from kindergarten teachers in Indigenous areas of Taiwan, teaching children aged 2–6 years. Results showed that self-efficacy had stronger predictive power over outcome expectations for the level of teachers{\textquoteright} science integration into teaching. Teachers{\textquoteright} mastery experience, perceived social support and attitude toward teaching diverse children significantly and positively predicted their science teaching self-efficacy and outcome expectations for Indigenous students. Moreover, teachers{\textquoteright} attitude toward diverse groups was significantly associated with their outcome expectations. This study sheds light on ways to enhance teachers{\textquoteright} early science teaching for culturally diverse students.",
keywords = "culturally diversity, diverse learner, early childhood education, early science, indigenous, outcome expectation, science education, self-efficacy, social learning theory, teacher education",
author = "Hsin, {Ching Ting} and Wu, {Hsin Kai} and Liang, {Jyh Chong} and Luu, {Di Tam}",
note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by the Ministry of Science and Technology in Taiwan under MOST 108-2628-H-007-001-MY3, MOST 107-2511-H-003-012-MY3, MOST 109-2511-H-003-015-MY3, and the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University from The Featured Areas Research Centre Program within the framework of the Higher Education Sprout Project by the Ministry of Education in Taiwan. Publisher Copyright: {\textcopyright} The Author(s) 2022.",
year = "2022",
doi = "10.1177/18369391221120956",
language = "English",
journal = "Australasian Journal of Early Childhood",
issn = "1836-9391",
publisher = "Early Childhood Australia",
}