Author: James Deehan Publisher: Springer ISBN: 3319424653 Category : Science Languages : en Pages : 93
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: Robert H. Evans Publisher: Brill ISBN: 9789462095564 Category : Science teachers Languages : en Pages : 230
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: Demetria Lynn Newsome Publisher: ISBN: Category : Dissertations, Academic Languages : en Pages : 212
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: M. Kathleen Leslie Cripe Publisher: ISBN: Category : Science teachers Languages : en Pages : 168
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: Robert Evans Publisher: Springer ISBN: 9462095574 Category : Education Languages : en Pages : 225
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: Deepika Menon Publisher: ISBN: Category : Languages : en Pages : 192
Book Description
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.
Author: Publisher: ISBN: 9781124686387 Category : Languages : en Pages : 222
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: Barry J. Fraser Publisher: Springer Science & Business Media ISBN: 1402090412 Category : Science Languages : en Pages : 1516
Book Description
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.
Author: James Deehan
Author: Robert H. Evans
Author: Martha Alice Stone
Author: Demetria Lynn Newsome
Author: M. Kathleen Leslie Cripe
Author: Robert Evans
Author: Deepika Menon
Author: Murat Bursal
Author: 
Author: Barry J. Fraser