Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Development Of Preservice Elementary Teachers Science Self Efficacy Beliefs And Its Relation To Science Conceptual Understanding
Download Development Of Preservice Elementary Teachers Science Self Efficacy Beliefs And Its Relation To Science Conceptual Understanding full books in PDF, epub, and Kindle. Read online Development Of Preservice Elementary Teachers Science Self Efficacy Beliefs And Its Relation To Science Conceptual Understanding ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Development of Preservice Elementary Teachers' Science Self-efficacy Beliefs and Its Relation to Science Conceptual Understanding by : Deepika Menon
Download or read book Development of Preservice Elementary Teachers' Science Self-efficacy Beliefs and Its Relation to Science Conceptual Understanding written by Deepika Menon and published by . This book was released on 2015 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers’ science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants’ responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self-efficacy beliefs included: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role-model. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled instructional strategies can positively impact science self-efficacy beliefs. While some course elements such as active learning experiences and teaching models seemed to impact all groups positively, the low group participants were particularly influenced by the multiple representations of the content and the course instructor as a role model. These findings have important implications for preservice science teacher preparation programs.
Book Synopsis Second International Handbook of Science Education by : Barry J. Fraser
Download or read book Second International Handbook of Science Education written by Barry J. Fraser and published by Springer Science & Business Media. This book was released on 2011-12-13 with total page 1516 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.
Book Synopsis The Role of Science Teachers’ Beliefs in International Classrooms by : Robert Evans
Download or read book The Role of Science Teachers’ Beliefs in International Classrooms written by Robert Evans and published by Springer. This book was released on 2014-09-11 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.
Book Synopsis The Effects of Community-based Service-learning on Preservice Elementary Teachers' Self-efficacy Beliefs about Equitable Science Teaching and Learning by : Neporcha T. Cone
Download or read book The Effects of Community-based Service-learning on Preservice Elementary Teachers' Self-efficacy Beliefs about Equitable Science Teaching and Learning written by Neporcha T. Cone and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The National Science Education Standards (NRC, 1996) and Science for all Americans (AAAS, 1989) explicitly state that all students regardless of their age, cultural or ethnic backgrounds, gender, abilities, aspirations, or interest in science should have access to equitable educational resources in science. These equitable resources also include access to efficacious teachers of all students. However, the Standards fail to explicate what practices, if any, lead to the development of these teachers. The primary purpose of this study was to identify teacher education practices that positively influenced preservice elementary teachers' self-efficacy beliefs about equitable science teaching and learning. More specifically, this research study explored the effects of community-based service-learning on the self-efficacy and pedagogical beliefs of preservice elementary teachers regarding equitable science teaching and learning. This study utilized a mixed-methods research design. Data were collected from 67 participants registered in three elementary science methods courses. One of the science methods courses had an embedded service-learning component. Semi-structured interviews and questionnaires were used to analyze teacher beliefs, attitudes, and sources of self-efficacy. A quasi-experimental design was used to quantitatively measure changes in science teacher efficacy beliefs in regard to equitable science teaching and learning. Changes in participants' scores were analyzed using two 3 x 2 Factorial Repeated-Measures ANOVAs. The results of this study support the value of preservice teachers engaging in community-based service-learning experiences as a way to improve their self-efficacy beliefs and pedagogical beliefs regarding equitable science teaching and learning.
Book Synopsis Handbook of Research on Science Education, Volume II by : Norman G. Lederman
Download or read book Handbook of Research on Science Education, Volume II written by Norman G. Lederman and published by Routledge. This book was released on 2014-07-11 with total page 2490 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.
Book Synopsis Examining the Relationship Between Elementary Teachers' Science Self-efficacy and Science Content Knowledge by : Mary Jo Wimsatt
Download or read book Examining the Relationship Between Elementary Teachers' Science Self-efficacy and Science Content Knowledge written by Mary Jo Wimsatt and published by . This book was released on 2012 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service elementary teachers' science content knowledge and self-efficacy constructs. The instrument combines Enochs and Riggs' (1990) Science Teaching Efficacy Beliefs Instrument (STEBI) with the researcher's content knowledge instrument created from a northwest Florida school district's science textbook series. The researcher's instrument was created to access participants' science content knowledge so the results can be compared to science self-efficacy results from the STEBI. The results of this study show there is a statistically significant relationship between the teachers' science self-efficacy and science content knowledge. The researcher concluded that in order to increase in-service teachers' science self-efficacy, district and school personnel need to increase opportunities for teachers to improve their science content knowledge.
Book Synopsis The Science Teaching Efficacy Belief Instruments (STEBI A and B) by : James Deehan
Download or read book The Science Teaching Efficacy Belief Instruments (STEBI A and B) written by James Deehan and published by Springer. This book was released on 2016-07-28 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this Springer Brief is to provide a comprehensive review of both the STEBI methods and findings through the use of a clearly defined analytic framework. A systematic review of literature yielded 107 STEBI-A research items and 140 STEBI-B research items. The STEBI instruments have been used in a wide range of qualitative, cross sectional, longitudinal and experimental designs. Analysis of the findings of the papers reveals that in-service and pre-service programs that use innovative practices such as cooperative learning, inquiry based investigation and nature of science instruction can produce positive growth in participants’ science teaching efficacy beliefs. The personal science teaching efficacy beliefs of pre-service and in-service teachers showed greater mean scores and higher growth than their outcome expectancies. Implications are discussed.
Book Synopsis Professional Development for Inquiry-Based Science Teaching and Learning by : Olia E. Tsivitanidou
Download or read book Professional Development for Inquiry-Based Science Teaching and Learning written by Olia E. Tsivitanidou and published by Springer. This book was released on 2018-09-03 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers’ community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.
Book Synopsis Research Based Undergraduate Science Teaching by : Dennis W. Sunal
Download or read book Research Based Undergraduate Science Teaching written by Dennis W. Sunal and published by IAP. This book was released on 2014-07-01 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research in Science Education (RISE) Volume 6, Research Based Undergraduate Science Teaching examines research, theory, and practice concerning issues of teaching science with undergraduates. This RISE volume addresses higher education faculty and all who teach entry level science. The focus is on helping undergraduates develop a basic science literacy leading to scientific expertise. RISE Volume 6 focuses on research-based reforms leading to best practices in teaching undergraduates in science and engineering. The goal of this volume is to provide a research foundation for the professional development of faculty teaching undergraduate science. Such science instruction should have short- and longterm impacts on student outcomes. The goal was carried out through a series of events over several years. The website at http://nseus.org documents materials from these events. The international call for manuscripts for this volume requested the inclusion of major priorities and critical research areas, methodological concerns, and results of implementation of faculty professional development programs and reform in teaching in undergraduate science classrooms. In developing research manuscripts to be reviewed for RISE, Volume 6, researchers were asked to consider the status and effectiveness of current and experimental practices for reforming undergraduate science courses involving all undergraduates, including groups of students who are not always well represented in STEM education. To influence practice, it is important to understand how researchbased practice is made and how it is implemented. The volume should be considered as a first step in thinking through what reform in undergraduate science teaching might look like and how we help faculty to implement such reform.
Book Synopsis Pre-service Elementary Teachers' Understandings of Knowledge Domains and Efficacy Beliefs in Mathematics and Science Teaching [electronic Resource] by : Heather Marie Bjorum Peace
Download or read book Pre-service Elementary Teachers' Understandings of Knowledge Domains and Efficacy Beliefs in Mathematics and Science Teaching [electronic Resource] written by Heather Marie Bjorum Peace and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This research focuses on a cohort of pre-service elementary teachers and their perspectives with respect to the knowledge required for teaching science and mathematics at the beginning and end of their first academic year in a teacher preparation program. An activity, designed to emphasize the differences between factual/procedural knowledge and conceptual knowledge in elementary mathematics and science, was analyzed along with classroom discussions in order to gain deeper understandings of the perspectives of knowledge for teaching for the given cohort. Additionally, subject specific efficacy beliefs were compared to teaching confidence ratings related to specific science and mathematics topics. The pre-service teachers' expressed a variety of ideas regarding the role of content knowledge, and the different types of content knowledge (i.e., factual/procedural and conceptual), in teaching mathematics and science. Furthermore, their perceptions of the nature of mathematics and the nature of science were discussed. By utilizing both quantitative and qualitative methods, this project was able to not only note data trends, but also obtain depth and richness regarding conceptions of the knowledge required for teaching mathematics and science provided by the voices of the pre-service teachers.
Book Synopsis Computational Thinking in Education by : Aman Yadav
Download or read book Computational Thinking in Education written by Aman Yadav and published by Routledge. This book was released on 2021-11-22 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Computational Thinking in Education explores the relevance of computational thinking in primary and secondary education. As today’s school-aged students prepare to live and work in a thoroughly digitized world, computer science is providing a wealth of new learning concepts and opportunities across domains. This book offers a comprehensive overview of computational thinking, its history, implications for equity and inclusion, analyses of competencies in practice, and integration into learning, instruction, and assessment through scaffolded teacher education. Computer science education faculty and pre- and in-service educators will find a fresh pedagogical approach to computational thinking in primary and secondary classrooms.
Book Synopsis Science Teaching Self-Efficacy and Funds of Knowledge in Paraprofessional Preservice Elementary Teachers by : Lindsay Karin Lightner
Download or read book Science Teaching Self-Efficacy and Funds of Knowledge in Paraprofessional Preservice Elementary Teachers written by Lindsay Karin Lightner and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Paraprofessionals (paraeducators, instructional aides, or teaching assistants) have the potential to become teachers who have significant existing knowledge about schools and students. To reach this potential, a deeper understanding of their particular assets and needs in becoming teachers is needed. This dissertation comprises two studies investigating these preservice teachers' backgrounds, self-efficacy for teaching generally and for teaching science, and implications for the science preparation of preservice elementary teachers. In the first study, to learn whether and how paraprofessionals' school-based work experiences impacted their development as future elementary science teachers, 20 participants completed surveys regarding their general teaching self-efficacy and self-efficacy for teaching science. Quantitative analyses indicated that their years of paraprofessional work experience did not predict their self-efficacy. To better understand their work experiences and self-efficacy, a range sample of eight participants was selected and studied qualitatively using a multiple case study design incorporating participant interviews, classroom observations, and artifacts from schools and university coursework. Themes regarding these paraprofessionals' science teaching self-efficacy included balancing mastery and vicarious experiences of teaching, accessing knowledges including content knowledge and their sociocultural funds of knowledge, and accessing social power and supports during their transition from paraprofessional to teacher. In the second study, participants from three subsequent cohorts of paraprofessionals completed the same surveys used in the first study. The 43 participants' self-efficacy scores for using instructional strategies were lower than those for classroom management or student engagement. Multiple regression analyses indicated that participants' years of school-based work experience were not correlated with their general teaching self-efficacy. Regression analyses also indicated that a significant proportion of their science teaching self-efficacy was predicted negatively by their years of work experience and predicted positively by their number of college science courses. Further, the participants' science teaching self-efficacy was predicted by their self-efficacy for student engagement. The factors that paraprofessionals identify as affecting their science teaching self-efficacy can inform the efforts of teacher educators, school administrators, and policymakers to create recruitment and retention efforts that address paraprofessionals' particular needs and potentials, and contribute to our knowledge base regarding the science teaching preparation of preservice teachers overall.
Book Synopsis From 'Science in the Making' to Understanding the Nature of Science by : Mansoor Niaz
Download or read book From 'Science in the Making' to Understanding the Nature of Science written by Mansoor Niaz and published by Routledge. This book was released on 2012-02-06 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Nature of Science is highly topical among science teacher educators and researchers. Increasingly, it is a mandated topic in state curriculum documents. This book draws together recent research on Nature of Science studies within a historical and philosophical framework suitable for students and teacher educators. Traditional science curricula and textbooks present science as a finished product. Taking a different approach, this book provides a glimpse of “science in the making” — scientific practice imbued with arguments, controversies, and competition among rival theories and explanations. Teaching about “science in the making” is a rich source of motivating students to engage creatively with the science curriculum. Readers are introduced to “science in the making” through discussion and analysis of a wide range of historical episodes from the early 19th century to early 21st century. Recent cutting-edge research is presented to provide insight into the dynamics of scientific progress. More than 90 studies from major science education journals, related to nature of science are reviewed. A theoretical framework, field tested with in-service science teachers, is developed for moving from ‘science in the making’ to understanding the Nature of Science.
Book Synopsis The Impact of Science Methods Courses on Preservice Elementary Teachers' Science Teaching Self-efficacy Beliefs by : Murat Bursal
Download or read book The Impact of Science Methods Courses on Preservice Elementary Teachers' Science Teaching Self-efficacy Beliefs written by Murat Bursal and published by . This book was released on 2007 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Primary Science Constructively by : Keith Skamp
Download or read book Teaching Primary Science Constructively written by Keith Skamp and published by Cengage AU. This book was released on 2017-09-05 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. This best-selling text explains the principles of constructivism and their implications for learning and teaching, and discusses core strategies for developing science understanding and science inquiry processes and skills. Chapters also provide research-based ideas for implementing a constructivist approach within a number of content strands. Throughout there are strong links to the key ideas, themes and terminology of the revised Australian Curriculum: Science. This sixth edition includes a new introductory chapter addressing readers' preconceptions and concerns about teaching primary science.
Book Synopsis Preservice Elementary Teachers' Alternative Conceptions of Science and Their Self-efficacy Beliefs about Science Teaching by : Isil Koc
Download or read book Preservice Elementary Teachers' Alternative Conceptions of Science and Their Self-efficacy Beliefs about Science Teaching written by Isil Koc and published by . This book was released on 2006 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study was conducted to investigate the extent to which preservice elementary teachers held alternative conceptions in fundamental elementary science concepts from earth/space science, life science, and physical science along with their self-efficacy beliefs about science teaching and to determine the relationship between these two issues. Eighty-six preservice elementary education majors enrolled in the four sections of the course titled "07E:162 Methods Elementary School Science" offered in the Science Education Center, College of Education, the University of Iowa during the 2005-2006 academic year participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument constructed by Schoon and Boone (1998), Science Teaching Efficacy Belief Instrument (STEBI-B) constructed by Enochs and Riggs (1990), a participant information form, and through utilization of interviews. The results from the alternative conception instrument indicated that the majority of preservice elementary teachers held a number of alternative conceptions with most being in the physical sciences followed by earth/space, and then life science. Various sources of alternative conceptions emerged during the interview sessions. Participants mainly cited science teachers, science textbooks, and previous science experiences as sources of their alternative conceptions. On the other hand, the analysis of the self-efficacy instrument and follow-up interviews revealed generally positive self-efficacy beliefs. Findings from the study also confirmed that science courses completed in high school and college do not seem to have influenced participants' number and types of alternative conceptions regarding earth/space science, life science, and physical science and self-efficacy beliefs about science teaching. The results also indicate that participants with the lowest number of alternative conceptions regarding earth/space science, physical science, and life science have a relatively high personal science teaching efficacy. Overall, the results of the study regarding self-efficacy beliefs propose that consideration be given to identification and modification of preservice elementary teachers' science alternative conceptions if they are expected to teach science effectively.
Book Synopsis Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education by : Keengwe, Jared
Download or read book Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education written by Keengwe, Jared and published by IGI Global. This book was released on 2019-12-13 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: As technology continues to develop and prove its importance in modern society, certain professions are acclimating. Aspects such as computer science and computational thinking are becoming essential areas of study. Implementing these subject areas into teaching practices is necessary for younger generations to adapt to the developing world. There is a critical need to examine the pedagogical implications of these technological skills and implement them into the global curriculum. The Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education is a collection of innovative research on the methods and applications of computer science curriculum development within primary and secondary education. While highlighting topics including pedagogical implications, comprehensive techniques, and teacher preparation models, this book is ideally designed for teachers, IT consultants, curriculum developers, instructional designers, educational software developers, higher education faculty, administrators, policymakers, researchers, and graduate students.
![Download Pre-service Elementary Teachers' Understandings of Knowledge Domains and Efficacy Beliefs in Mathematics and Science Teaching [electronic Resource] PDF Online Free](https://books.google.com/books/content/images/frontcover/H-9PMwEACAAJ?fife=w200-h370)
