The Efficacy Beliefs Of Preservice Science Teachers In Professional Development School And Traditional School Settings

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The Efficacy Beliefs of Preservice Science Teachers in Professional Development School and Traditional School Settings

Author : Demetria Lynn Newsome
Publisher :
ISBN 13 :
Total Pages : 212 pages
Book Rating : 4.:/5 (12 download)

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Book Synopsis The Efficacy Beliefs of Preservice Science Teachers in Professional Development School and Traditional School Settings by : Demetria Lynn Newsome

Download or read book The Efficacy Beliefs of Preservice Science Teachers in Professional Development School and Traditional School Settings written by Demetria Lynn Newsome and published by . This book was released on 2003 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors. Findings of the study have implications for the design of preservice science teacher clinical experiences including providing longer, organized clinical experiences and preferential selection of preservice science teachers for PDS practicum assignments. -- Abstract.

Teaching Science as Inquiry

Author : Joel E. Bass
Publisher :
ISBN 13 : 9780135009024
Total Pages : 0 pages
Book Rating : 4.0/5 (9 download)

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Book Synopsis Teaching Science as Inquiry by : Joel E. Bass

Download or read book Teaching Science as Inquiry written by Joel E. Bass and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Design and Validation of a Standards-based Science Teacher Efficacy Instrument

Author : Patricia Reda Kerr
Publisher :
ISBN 13 :
Total Pages : 176 pages
Book Rating : 4.:/5 (819 download)

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Book Synopsis Design and Validation of a Standards-based Science Teacher Efficacy Instrument by : Patricia Reda Kerr

Download or read book Design and Validation of a Standards-based Science Teacher Efficacy Instrument written by Patricia Reda Kerr and published by . This book was released on 2006 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: National standards for K-12 science education address all aspects of science education, with their main emphasis on curriculum--both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous--basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together--K-12 science standards, teacher education standards, and efficacy beliefs--in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA subscales. Correlations were computed for BAT, BASA, and demographic variables to identify relationships between teacher efficacy, teacher characteristics, and school characteristics. Further research is recommended to refine the instrument and apply its use to a larger sample of science teachers. Its further development also has significance for the enhancement of science teacher education programs.

Benchmarks for Science Literacy

Author : American Association for the Advancement of Science
Publisher : Oxford University Press
ISBN 13 : 0199726515
Total Pages : 443 pages
Book Rating : 4.1/5 (997 download)

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Book Synopsis Benchmarks for Science Literacy by : American Association for the Advancement of Science

Download or read book Benchmarks for Science Literacy written by American Association for the Advancement of Science and published by Oxford University Press. This book was released on 1994-01-06 with total page 443 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published to glowing praise in 1990, Science for All Americans defined the science-literate American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today. IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths. If Americans are to participate in a world shaped by modern science and mathematics, a world where technological know-how will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century.

The Effects of Community-based Service-learning on Preservice Elementary Teachers' Self-efficacy Beliefs about Equitable Science Teaching and Learning

Download The Effects of Community-based Service-learning on Preservice Elementary Teachers' Self-efficacy Beliefs about Equitable Science Teaching and Learning PDF Online Free

Author : Neporcha T. Cone
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (174 download)

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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.

Teaching Primary Science Constructively

Author : Keith Skamp
Publisher : Cengage AU
ISBN 13 : 017037971X
Total Pages : 612 pages
Book Rating : 4.1/5 (73 download)

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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.

The Science Teaching Efficacy Belief Instruments (STEBI A and B)

Author : James Deehan
Publisher : Springer
ISBN 13 : 3319424653
Total Pages : 93 pages
Book Rating : 4.3/5 (194 download)

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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.

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 PDF Online Free

Author : Deepika Menon
Publisher :
ISBN 13 :
Total Pages : 192 pages
Book Rating : 4.:/5 (962 download)

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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.

Dissertation Abstracts International

Author :
Publisher :
ISBN 13 :
Total Pages : 734 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Effect of Science Inservice Programs on the Self Efficacy Belief of Elementary School Teachers

Author : P.A. Moore
Publisher :
ISBN 13 :
Total Pages : 127 pages
Book Rating : 4.:/5 (129 download)

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Book Synopsis The Effect of Science Inservice Programs on the Self Efficacy Belief of Elementary School Teachers by : P.A. Moore

Download or read book The Effect of Science Inservice Programs on the Self Efficacy Belief of Elementary School Teachers written by P.A. Moore and published by . This book was released on 2021 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Problem: Science education at the elementary level has not been successful. As a nation we are producing fewer and fewer scientists and science teachers, as evidenced by the narrowing of the pipeline of students entering science classes in high school and beyond. Since a student's interest in science begins at the elementary level, any improvement in science education in these grades will help ameliorate the trend toward science illiteracy. Such an improvement rests on three critical areas: the teacher, the curriculum, and the methodology. Since preservice programs do not include rigorous science requirements, it is necessary to supplement teacher training with inservice programs addressing all three areas. What a teacher knows and believes has the most influence on what is taught in the classroom; hence the more the teacher's content and belief system are augmented, the greater the teacher's self efficacy. This research questioned the effectiveness of inservice programs on efficacy, and examined correlations of other variables such as gender, years teaching, and grade level taught. Subjective questions investigated qualities of inservice programs and what would facilitate greater involvement. The Research: This study included three groups of teachers: a treatment group involved in an intensive science inservice program and two control groups. Data from a science efficacy belief instrument and a demographic questionnaire were analyzed using a variety of statistical measures: central tendency, chi square, and analysis of variance. The Results: The self efficacy of the elementary teachers involved in the intensive inservice program was significantly higher than that of the two control groups. In addition, these teachers taught more science and taught using different methods than the other two groups. They were also more active in sharing science information with their colleagues. Teachers agreed that the best inservice programs were relevant to their needs and that more flexible scheduling would increase teacher participation. For the group involved in this study, the science inservice program enhanced the teachers, the curriculum, and the methodology for the improvement of The Problem: Science education at the elementary level has not been successful. As a nation we are producing fewer and fewer scientists and science teachers, as evidenced by the narrowing of the pipeline of students entering science classes in high school and beyond. Since a student's interest in science begins at the elementary level, any improvement in science education in these grades will help ameliorate the trend toward science illiteracy. Such an improvement rests on three critical areas: the teacher, the curriculum, and the methodology. Since preservice programs do not include rigorous science requirements, it is necessary to supplement teacher training with inservice programs addressing all three areas. What a teacher knows and believes has the most influence on what is taught in the classroom; hence the more the teacher's content and belief system are augmented, the greater the teacher's self efficacy. This research questioned the effectiveness of inservice programs on efficacy, and examined correlations of other variables such as gender, years teaching, and grade level taught. Subjective questions investigated qualities of inservice programs and what would facilitate greater involvement. The Research: This study included three groups of teachers: a treatment group involved in an intensive science inservice program and two control groups. Data from a science efficacy belief instrument and a demographic questionnaire were analyzed using a variety of statistical measures: central tendency, chi square, and analysis of variance. The Results: The self efficacy of the elementary teachers involved in the intensive inservice program was significantly higher than that of the two control groups. In addition, these teachers taught more science and taught using different methods than the other two groups. They were also more active in sharing science information with their colleagues. Teachers agreed that the best inservice programs were relevant to their needs and that more flexible scheduling would increase teacher participation. For the group involved in this study, the science inservice program enhanced the teachers, the curriculum, and the methodology for the improvement of

The Impact of Science Methods Courses on Preservice Elementary Teachers' Science Teaching Self-efficacy Beliefs

Author : Murat Bursal
Publisher :
ISBN 13 :
Total Pages : 396 pages
Book Rating : 4.:/5 (319 download)

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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:

Preservice Science Teacher's Efficacy Beliefs Regarding Science Teaching and Their Classroom Management Beliefs

Author : Ayşe Savran
Publisher :
ISBN 13 :
Total Pages : 117 pages
Book Rating : 4.:/5 (51 download)

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Book Synopsis Preservice Science Teacher's Efficacy Beliefs Regarding Science Teaching and Their Classroom Management Beliefs by : Ayşe Savran

Download or read book Preservice Science Teacher's Efficacy Beliefs Regarding Science Teaching and Their Classroom Management Beliefs written by Ayşe Savran and published by . This book was released on 2002 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Innovative Professional Development Methods and Strategies for STEM Education

Author : Dikilita?, Kenan
Publisher : IGI Global
ISBN 13 : 1466694726
Total Pages : 330 pages
Book Rating : 4.4/5 (666 download)

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Book Synopsis Innovative Professional Development Methods and Strategies for STEM Education by : Dikilita?, Kenan

Download or read book Innovative Professional Development Methods and Strategies for STEM Education written by Dikilita?, Kenan and published by IGI Global. This book was released on 2015-10-19 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Professional development of educators is an complex process through which teachers strive continuously for pedagogical improvement. In that sense, professional growth benefits learners and teachers while also promoting the quality of the schools, colleges, and academic departments where it takes place. Innovative Professional Development Methods and Strategies for STEM Education is an authoritative publication featuring the latest scholarly research on a wide range of professional advancement topics in STEM education with special emphasis on content, process, implementation, and impact, as well as on the implications for teachers, educators, and administrators. Highlighting comprehensive research across a broad scope of relevant issues including, but not limited to, teacher training, development models, and the implementation of leadership practices, this book is a seminal reference source for STEM professionals working in schools, colleges, and various science and mathematics departments at secondary and post-secondary institutions.

Pre-service Elementary Teachers' Self-efficacy Beliefs about Science Using Critical Incident Technique

Author : Meera Ravikumar
Publisher :
ISBN 13 :
Total Pages : 181 pages
Book Rating : 4.:/5 (894 download)

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Book Synopsis Pre-service Elementary Teachers' Self-efficacy Beliefs about Science Using Critical Incident Technique by : Meera Ravikumar

Download or read book Pre-service Elementary Teachers' Self-efficacy Beliefs about Science Using Critical Incident Technique written by Meera Ravikumar and published by . This book was released on 2013 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary goal of this case study using qualitative and quantitative methods was to investigate pre-service elementary teachers' initial self-efficacy beliefs about science and science teaching by exploring the K-12 science experiences of these prospective elementary teachers. Of the 108 participants who completed the science teaching efficacy belief survey (STEBI-B) (Enochs & Riggs, 1990), 12 participants were selected to be interviewed using Flanagan's (1954) critical incident technique. Participants were asked to share their past positive and negative incidents during their K-12 years with science and science teachers. They were also asked to report how past incidents affected them at present and how they believed they would impact them as future teachers of science in elementary schools. The past positive and negative incidents were analyzed using Bandura's (1977) four sources of self-efficacy (mastery, vicarious, social persuasion, and physiological/emotional) and by school level; and the impact of the past science incidents on the subjects' present and future beliefs as science teachers were categorized. The results of this study revealed that pre-service elementary teachers' self-efficacy and beliefs were largely influenced by their past experiences with science in the K-12 years, and mastery experiences dominated as a source of self-efficacy. Implications for practice and recommendations for future research were made based on the findings of the study.

Makeology

Author : Kylie Peppler
Publisher : Routledge
ISBN 13 : 1317537157
Total Pages : 302 pages
Book Rating : 4.3/5 (175 download)

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Book Synopsis Makeology by : Kylie Peppler

Download or read book Makeology written by Kylie Peppler and published by Routledge. This book was released on 2016-05-20 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Makeology introduces the emerging landscape of the Maker Movement and its connection to interest-driven learning. While the movement is fueled in part by new tools, technologies, and online communities available to today’s makers, its simultaneous emphasis on engaging the world through design and sharing with others harkens back to early educational predecessors including Froebel, Dewey, Montessori, and Papert. Makerspaces as Learning Environments (Volume 1) focuses on making in a variety of educational ecosystems, spanning nursery schools, K-12 environments, higher education, museums, and after-school spaces. Each chapter closes with a set of practical takeaways for educators, researchers, and parents.

Examining the Relationship Between Elementary Teachers' Science Self-efficacy and Science Content Knowledge

Author : Mary Jo Wimsatt
Publisher :
ISBN 13 :
Total Pages : 77 pages
Book Rating : 4.:/5 (875 download)

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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.

Exploring the Influence of a Summer Professional Development Program on Teachers' Self-efficacy, Belief Outcomes and the Possible Effect on Science CST Scores

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Author : Kristina M. Atia
Publisher :
ISBN 13 : 9781267204196
Total Pages : 170 pages
Book Rating : 4.2/5 (41 download)

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Book Synopsis Exploring the Influence of a Summer Professional Development Program on Teachers' Self-efficacy, Belief Outcomes and the Possible Effect on Science CST Scores by : Kristina M. Atia

Download or read book Exploring the Influence of a Summer Professional Development Program on Teachers' Self-efficacy, Belief Outcomes and the Possible Effect on Science CST Scores written by Kristina M. Atia and published by . This book was released on 2012 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This mixed methods study examined an elementary teachers science professional development institute and its effect on teachers' self-efficacy and belief outcomes and changes to their content knowledge. This study looked at the first year of a two-year grant funded program. Anchored by a two-week hands-on, science content and pedagogy summer professional development institute, the program included ongoing workshops, conference attendance, and support. A case study of a highly motivated participant provided insight into how one teacher implemented aspects of the professional development program. Students' scores on the fifth grade state science test (CST) were examined to see if there was a difference in student learning after the teacher's participation. Statistically significant changes were seen in teachers' self-efficacy, belief outcomes and science content as measured by the STEBI and program developed content tests. Students in the case study classroom outperformed their peers on the state standards-based content test.