ERIC Number: ED398055
Record Type: RIE
Publication Date: 1996-Mar-31
How Teachers Teach: Seventh-and Eighth-Grade Science Instruction in the USA.
Burton, Larry D.
This study explored possible relationships between teacher efficacy, the use of instructional practices, and context variables. It sought to determine what instructional practices were used by 7th- and 8th-grade science teachers, the extent to which these practices were used, and the relationship between teacher efficacy and the use of specific instructional practices. Teachers from public, private, and parochial schools (N=285) were surveyed using an instrument that consisted of 3 sections: context variables, the Science Methods and Materials Scale, and the Science Teaching Efficacy Beliefs Instrument. Findings include the following: (1) while many significant relationships were found between teacher efficacy and the use of specific instructional practices, the correlations were weak; (2) more than two-thirds of the teachers did not use computers in science instruction; (3) statistically significant positive relationships exist between the use of specific constructivist instructional methods and teacher efficacy; and (4) statistically significant relationships, both positive and negative, exist between the use of absorption instructional methods and teacher efficacy. Contains 3 tables of statistical data and 28 references. (JRH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Conference of the National Science Teachers Association (St. Louis, MO, March 31, 1996).