A Study of Teachers' Self-efficacy and Outcome Expectancy for Science Teaching Throughout a Science Inquiry-based Professional Development Program PDF Download

Author: M. Kathleen Leslie Cripe
Publisher:
ISBN:
Category : Science teachers
Languages : en
Pages : 168

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Book Description
"The goal of this study was to investigate the self-efficacies and outcome expectancies of science teachers over time as a result of their participation in an inquiry-based, professional development program designed to ensure that all participants are highly qualified science teachers. Eighty-six teachers participated in inquiry-based activities designed to increase their content knowledge and teaching expertise while increasing their science teaching self-efficacies and outcome expectancies of student learning. This 15-month professional development program included two summer workshops (summers of 2007 and 2008) with an 8-month classroom implementation period in between. A quasi-experimental research design was used to investigate the change in science teaching efficacy scores after participation in the inquiry-based professional development program and the relationship of this change with selected independent variables. The data consisted of (a) three sets of Science Teaching Efficacy Belief Instrument (Riggs & Enochs, 1990) scores, STEBI-Form A (inservice), reported as a pretest, posttest, and follow-up posttest; and (b) demographic variables that were used as covariates: science education background, professional position, number of years taught, and teacher qualification status in science. Using repeated measures and multiple regressions with an alpha level of 0.05, and testing the hypothesized changes and relationships, results indicated that there were gains in Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) scores. Of the independent variables, only science education background was found to be a significant contributor toward increasing PSTE (p = .003) scores. The other variables were not predictive of gains in either personal science teaching efficacy or science teaching outcome expectancy. The data gave insight into possible relationships that may exist between science teachers' self-efficacies and outcome expectancies after participation in an inquiry-based professional development program. This study demonstrated the importance of considering interactions between a given set of independent variables and self-efficacy beliefs. The findings also suggested the possible value of considering factors associated with planning long-term programs for teachers' professional development to include the impact of college courses, an implementation period for incorporating the new ideas, support from colleagues and providing professional development to become Highly Qualified Teachers of science."--Abstract.

Author: James Deehan
Publisher: Springer
ISBN: 3319424653
Category : Science
Languages : en
Pages : 93

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Book Description
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.

Author: Norman G. Lederman
Publisher: Taylor & Francis
ISBN: 1000828662
Category : Education
Languages : en
Pages : 1916

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Book Description
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and 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 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, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.

Author: Robert Evans
Publisher: Springer
ISBN: 9462095574
Category : Education
Languages : en
Pages : 225

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Book Description
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.

Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309380219
Category : Education
Languages : en
Pages : 257

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Book Description
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.

Author: Gloria Kreischer-Gajewicz
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 155

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Book Description
Highly effective teachers have a positive impact on their students and their performance. Therefore, in-service teachers must continue to grow and develop their craft (Marzano, 2003). Research has shown factors influencing teacher effectiveness include their content knowledge, their self-efficacy, and their outcome expectancy (Bandura, 1977; Ohle, Boone, & Fischer, 2014; Sargent, Ferrell, Smith, & Scroggins, 2018; Tschannen-Moran & Hoy, 2001). Teachers who spend almost all of their class time teaching content and not working on improving student understanding have lower self-efficacy and outcome expectancy and struggle to improve their student's academic success (Petty, 2009). According to research, professional development should focus on pedagogical content knowledge (PCK) to have a more significant impact on student achievement (Kleickmann, Richter, Kunter, Elsner, Besser, Krauss, & Baumert, 2013; Shulman, 1986). Modeling Instruction is a type of professional development focused on the improvement of science teaching pedagogy. There is significant research on the impact of Modeling Instruction (MI) on students. However, little research on the effects of MI on teachers exists (Brewe, 2008). The purpose of this research was to examine how Modeling Instruction professional development impacts teachers. Examining a t-test of dependent samples using a pretest-posttest design will help to determine if MI professional development for in-service science teachers in an appropriate means for improving teacher content knowledge, self-efficacy, and outcome expectancy. The sample for this study included 567 participants in physical science Modeling Instruction professional development workshops from 21 different states in the United States. The researcher utilized a quasi-experimental research design utilizing surveys disseminated through voluntary participation in the Modeling Instruction professional development from 2016 to 2018 to ascertain the level of content knowledge (CK), personal science teaching efficacy (PSTE), and science teaching outcome expectancy (STOE) for each of the teachers both pre and post participation. Paired t-tests revealed that Modeling Instruction professional development has a positive impact on content knowledge, self-efficacy, and outcome expectancy. Multiple regression analysis revealed several predictors for the dependent variables, with gender as a common thread throughout. This research also provides implications for leadership and teaching.

Author: Julie A. Luft
Publisher: Routledge
ISBN: 1000568016
Category : Education
Languages : en
Pages : 663

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Book Description
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.

Author: Michael David Trimmell
Publisher:
ISBN: 9781321776973
Category : Cognitive learning
Languages : en
Pages : 153

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Book Description
Abstract: There is a deficiency of science, technology, engineering, and mathematics (STEM) qualified college graduates to meet current workforce demands. Further, there is a weak pipeline of STEM qualified educators, which are needed to help produce the skilled candidates necessitated by these demands. One program aimed at creating highly qualified STEM teachers was the Raising the Bar for STEM Education in California: Preparing Elementary Teachers in a Model, Scalable, STEM-Rich Clinical Setting (Raising the Bar Program). The Raising the Bar professional development program focused on addressing deficiencies in elementary teachers' pedagogical content knowledge, specifically in science. The purpose of this study was to determine the effects of the Raising the Bar professional development program on elementary master teachers' sense of self-efficacy in teaching science. Research shows there is a clear link between self-efficacy and outcome expectancy to improve student outcomes in STEM fields. This study utilized an explanatory mixed methods approach. Specifically, a quasi-experimental design was followed to collect, first, quantitative data, and then, qualitative data. The quantitative data consisted of survey data collected from each of two groups: the treatment group of master teachers participating in the Raising the Bar professional development series, and the control group of master teachers not participating in the professional development. The qualitative data was collected in the form of two focus group interviews, one from each group. Further, two university student teacher coordinators were interviewed to add depth and perspective throughout the entire professional development process. Quantitative and qualitative data were analyzed to determine the effects of the Raising the Bar professional development on teachers' sense of self-efficacy in teaching science. The major research findings indicated that the STEM-rich professional development was successful in significantly increasing teachers' sense of self-efficacy in teaching science. Further, the findings of the study demonstrated that there is a clear need for focus on science across the curriculum, a clear need for a science-specific professional development model, and a clear need for inclusion of specific content courses as a requirement in administrative credential programs. As a result of the research, a science-specific model of professional development was created. The proposed model suggests that the science-specific professional development must be aligned, intentional, differentiated, ongoing, and purposeful. Recommendations based on the findings of this study include further exploration of the factors that positively affect self-efficacy in teaching science. Additionally, it is unclear if self-efficacy alone is sufficient to improve overall science teaching practice at the elementary level. Research specifically aimed at the factors affecting teachers' sense of self-efficacy in teaching science can help determine the best course of action for teacher credentialing programs, professional development programs, and instructional leaders working in the field.

Author: Dennis W. Sunal
Publisher: IAP
ISBN: 1641136588
Category : Science
Languages : en
Pages : 265

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Book Description
Physics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning. In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms. To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements: 1. A significant review of research in the issue or problem area. 2. Themes addressed are relevant for the teaching and learning of K-16 science 3. Discussion of original research by the author(s) addressing the major theme of the chapter. 4. Bridge gaps between theory and practice and/or research and practice. 5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members.

Author: Olivia Levrini
Publisher: Springer Nature
ISBN: 3030744906
Category : Science
Languages : en
Pages : 361

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Book Description
This book starts with the premise that beauty can be an engine of transformation and authentic engagement in an increasingly complex world. It presents an organized picture of highlights from the 13th European Science Education Research Association Conference, ESERA 2019, held in Bologna, Italy. The collection includes contributions that discuss contemporary issues such as climate change, multiculturalism, and the flourishing of new interdisciplinary areas of investigation, including the application of cognitive neuroscience, artificial intelligence, and digital humanities to science education research. It also highlights learners’ difficulties engaging with socio-scientific issues in a digital and post-truth era. The volume demonstrates that deepening our understanding is the preferred way to address these challenges and that science education has a key role to play in this effort. In particular, the book advances the argument that the deep and novel character of these challenges requires a collective search for new narratives and languages, an expanding knowledge base and new theoretical perspectives and methods of research. The book provides a contemporary picture of science education research and looks to the theoretical and practical societal challenges of the future.