Personal Science Teaching Efficacy and the Beliefs and Practices of Elementary Teachers Related to Science Instruction PDF Download

Author:
Publisher:
ISBN: 9781124686387
Category :
Languages : en
Pages : 222

View

Book Description
In this study, I examined the relationships among Personal Science Teaching Efficacy (PSTE) beliefs, science teaching practices, and the beliefs about these practices within a nationwide diverse sample of inservice elementary teachers. More specifically, the goal of my study was to answer two questions: (1) How do these teachers with varying levels of self-efficacy compare in the ways that they (a) describe how science should be taught, (b) describe their own science teaching practices, and (c) are actually observed teaching science?; and (2) In what ways are these areas of belief and practice aligned?. In order to answer these questions, data were collected from thirty-eight inservice elementary teachers from across the United States using the Reformed Teacher Observation Protocol (RTOP), semi-structured interviews, and the Science Teaching Efficacy Beliefs Instrument (STEBI-A). Pearson's correlations and independent sample t-tests of coded qualitative data and quantitative survey data were conducted in order to compare the beliefs and practices regarding science teaching within and across PSTE levels. In addition, eight case profile teachers were chosen with varying combinations of high and low PSTE and RTOP scores in order to examine some of the complexities existing between science teaching self-efficacy beliefs and science teaching behaviors in closer detail. Results revealed that a majority of the positive behaviors commonly associated with greater science teaching self-efficacy, especially giving students more control over their own science learning, did manifest themselves in participants' beliefs about science teaching. However, most of these beliefs did not align with actual observed classroom practices. Interviews and observations of case profile teachers revealed how self-efficacy levels manifested themselves in different ways with different teachers. While there do appear to be some overall advantages to increasing elementary teachers' science teaching self-efficacy, the situation is much more complex than it is sometimes portrayed in the literature; by simply increasing elementary teachers' levels of efficacy beliefs, there is no guarantee that they will actually teach science in a more reformed, inquiry-based manner. The results of my dissertation should, therefore, give science teacher education researchers pause when making blanket assumptions about the benefits of increasing elementary teachers' self-efficacy.

Author: Robert H. Evans
Publisher: Brill
ISBN: 9789462095564
Category : Science teachers
Languages : en
Pages : 230

View

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

View

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: Deborah L. Hanson
Publisher:
ISBN: 9780542936784
Category :
Languages : en
Pages : 494

View

Book Description
Science is a subject that many elementary teachers struggle to teach. One of the reasons documented in the literature is the low science teaching self-efficacy of many elementary teachers. This study investigated possible connections between how a teacher defines science (her personal definition of science) and her science teaching self-efficacy. Thirteen teachers participating in Science EDUCATES, a professional development program that emphasized NOS, scientific inquiry and physical science content knowledge, were investigated to see how their science teaching self-efficacy was impacted as changes to their personal definition of science occurred. Two of these teachers were selected for further study; in addition, two teachers, outside the professional development, were also studied. Personal definitions of science were gathered using the VNOS-D2 and VOSI-E survey instruments while science teaching self-efficacy was measured by the STEBI survey. Interviews and classroom observations were conducted to see the patterns that emerged between the teachers' personal definition of science, their science self-efficacy and their classroom practices. The teachers in the professional development did increase their science teaching self-efficacy and contributed this increase to their enhanced knowledge about NOS and how scientific knowledge is generated. This increased science content knowledge led to a statistically significant difference in the PSTE scores of the teachers. Teachers with low to mid science teaching self-efficacy levels seem to have various elements embedded within their personal definition of science that prevents them from engaging fully in science. Their science practices seem to pattern those subjects, like social studies or language arts, they are more comfortable teaching. Understanding NOS helped the teachers to change their personal definitions of science and place their classroom practices more in line with the recommendations in the national reform documents. Teachers were able to incorporate NOS into their classroom practices by making multi-disciplinary connections between NOS and other subject areas. It does appear, however, that no direct relationship exists between one's personal definition of science and science teaching self-efficacy. One cannot predict a teacher's science teaching self-efficacy based solely on their definitions of science; however, low science self-efficacy teachers can benefit from studying NOS.

Author: Dennis W. Sunal
Publisher: IAP
ISBN: 162396752X
Category : Education
Languages : en
Pages : 542

View

Book Description
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.

Author: Demetria Lynn Newsome
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 212

View

Book Description
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.

Author: Shawn M. Bullock
Publisher: Springer Science & Business Media
ISBN: 9400739044
Category : Education
Languages : en
Pages : 211

View

Book Description
Part of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development. The material recognizes the paradox that lies between classroom science and the education of science teachers: the disciplines of science are often perceived as a quest for right answers, an unintentional by-product of the classroom focus on right answers in student assessment in science. In contrast, the profession of teaching has few right answers and frequently involves the management of conflicting tensions. A dilemma thus arises in science teacher education of how to shift perspectives among student teachers from reductionist to more inclusive attitudes that are open to the mercurial realities of teaching. The self-studies presented here are unique, fresh and stimulating. They include the input of a beginning science teacher as well as science teacher educators from a range of backgrounds and varying levels of experience. In addition, the volume presents a truly international perspective on the issues, with authors hailing from five countries. Providing analysis at the leading edge of education theory, this collection will make fascinating reading for those teaching science—as well as those teaching science teachers.

Author: Barbara S. Spector
Publisher: Springer
ISBN: 9463004114
Category : Education
Languages : en
Pages : 118

View

Book Description
How do prospective elementary science teachers think? This case study • reveals thinking patterns common to preservice elementary teachers;• identifies their behavioral characteristics while learning to teach science which are not commonly noted in current literature;• provides change strategies to accelerate preservice elementary teachers embracing the holistic, constructivist, inquiry/practice-based paradigm consistent with the standards set by the curriculum. The chapters in this book immerse the reader in a sequence of episodes in this science methods course, and reveal the adventure of turning theory into practice while analyzing student-student/student-instructor interactions and their outcomes in an inquiry-driven, flipped classroom. Strategies presented empower preservice elementary teachers to • implement national and state standards;• change science learning/teaching from “business as usual” to applying science and engineering practices in the classroom;• make cognitive and behavioral changes required to shift paradigms and eliminate science anxiety;• pass through stages of grief inherent in the loss of dominant mechanistic paradigm. This book will interest a wide readership including science educators;scientists and engineers; administrators, supervisors, and elementary teachers in a clinical education setting; preservice elementary teachers; and anyone seeking to improve STEM education in elementary schools.

Author: Sandra K. Abell
Publisher: Routledge
ISBN: 1135281351
Category : Education
Languages : en
Pages : 321

View

Book Description
This guide for elementary science teacher educators outlines the theory, principles, and strategies they need to know in order to plan and carry out instruction for future elementary science teachers, and provides classroom examples anchored to those principles. The book is grounded in the theoretical framework of pedagogical content knowledge (PCK).

Author: Aman Yadav
Publisher: Routledge
ISBN: 1000452638
Category : Education
Languages : en
Pages : 218

View

Book Description
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.