NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1050944
Record Type: Journal
Publication Date: 2015-Jan
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0047-231X
Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science
Bergman, Daniel J.; Morphew, Jason
Journal of College Science Teaching, v44 n3 p73-81 Jan 2015
The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a modified Science Teaching Efficacy Belief Instrument for preservice teachers, or STEBI-B (R. E. Bleicher, 2004; L. G. Enochs & I. M. Riggs, 1990) at the beginning and end of the semester-long course. Findings between pre-and postassessments include statistically significant increases in both subscales (Science Teaching Outcome Expectancy; Personal Science Teaching Efficacy Beliefs) in the STEBI-B instrument (alpha = 0.05). Implications include the role of an undergraduate science content course specifically designed for preservice elementary teachers, as well as recommendations for improvements and collaboration among faculty in education and natural sciences.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
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
Grant or Contract Numbers: N/A