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ERIC Number: EJ849714
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1090-185X
Preservice Elementary Teachers' Self-Efficacy Beliefs about Equitable Science Teaching: Does Service Learning Make a Difference?
Cone, Neporcha
Journal of Elementary Science Education, v21 n2 p25-34 Spr 2009
This pilot study investigated the effect of community-based service learning on the self-efficacy beliefs of preservice elementary teachers in regards to equitable science teaching and learning. Using the Self-Efficacy Beliefs About Equitable Science Teaching (SEBEST) instrument (Ritter, Boone, & Rubba, 2001), pre- and posttest data from 32 preservice elementary teachers who were enrolled in two different science methods courses were analyzed. Findings from this study suggest that community-based service learning significantly influenced preservice elementary teachers' outcome expectancy toward equitable science teaching and learning. (Contains 2 tables.)
Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A