Improving the Science Teaching Self-Efficacy of Preservice Elementary Teachers: A Multiyear Study of A Hybrid Geoscience Course

Autor/inn/en	Cervato, Cinzia; Kerton, Charles
Titel	Improving the Science Teaching Self-Efficacy of Preservice Elementary Teachers: A Multiyear Study of A Hybrid Geoscience Course
Quelle	In: Journal of College Science Teaching, 47 (2017) 2, S.83-91 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Elementary School Teachers; Science Teachers; Science Instruction; Instructional Improvement; Self Efficacy; Teacher Effectiveness; Earth Science; Space Sciences; Writing Assignments; Lesson Plans; Self Concept Measures; Beliefs; Scores; Outcomes of Education; Interdisciplinary Approach; STEM Education; Education Majors; Iowa + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsqualität; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Earth sciences; Geowissenschaften; Lesson planning; Unterrichtsplanung; Belief; Glaube; Lernleistung; Schulerfolg; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; STEM
Abstract	We describe the impact of a hybrid Earth and space science course, taught online and complemented by a 2-hour face-to-face lab, on the science teaching self-efficacy of elementary preservice teachers over a 3-year span. Guided by the two overarching objectives of engaging students in the content and increasing their comfort level with teaching science, we designed and implemented a writing-to-learn assignment on the importance of science teaching (for four semesters) and a lesson plan with demonstration on common children's misconceptions in Earth and space science (for two semesters). In the last two semesters, the specific assignment was dropped to accommodate increased enrollment. Pre- and post-STEBI-B (Science Teaching Efficacy Belief Instrument) results show a consistent increase in the students' personal science teaching efficacy scores and no change in the students' science teaching outcome expectancy scores that did not change when the semester-long assignment was dropped. Content learning, as measured using the average scores of four proctored exams and final course grades, was also independent of the type of activity and its presence or absence. These results suggest that a hybrid Earth and space science course is a viable mechanism to improve the personal self-efficacy for science teaching of this cohort of students. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01