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ERIC Number: EJ1028796
Record Type: Journal
Publication Date: 2014-May
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
The Science Teaching Self-Efficacy of Prospective Elementary Education Majors Enrolled in Introductory Geology Lab Sections
Baldwin, Kathryn A.
School Science and Mathematics, v114 n5 p206-213 May 2014
This study examined prospective elementary education majors' science teaching self-efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B (STEBI-B) was administered during the first and last lab class sessions. Additionally, students were asked an open-ended question to describe their experience in the education majors' geology lab. The results of the STEBI-B were analyzed using paired t-tests to determine whether the students changed their personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). Results of this study indicate a significant increase in PSTE. No significant differences were found in STOE. This study suggests that science content courses designed for education majors may lead to a positive change in science teaching self-efficacy and has implications for teacher educators in preparing science content courses for their teacher preparation program.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A