Determining how to increase practicing elementary teacher science instruction self-efficacy through ongoing professional development has been a problem in one urban Texas school district. Existing literature indicated science instruction self-efficacy could be built using professional development. However, there is a gap in the literature…

The process of unpacking educational standards is one method elementary teachers can use to analyze the science standards they are required to teach in the classroom. However, it is not the only method for teachers to familiarize themselves with the science standards. The goal of this study was to determine if receiving formal training in…

The "A Nation at Risk" report was released in 1983 and enumerated systemic flaws in the U.S. education system, highlighting science education as an area of concern (Denning, 1983). Over a generation later, a new opportunity has emerged to improve science education for all students, and especially the youngest learners. The Next…

This quantitative study was designed to investigate if relationships existed between elementary science teachers' self-efficacy toward science teaching, schedule structure (self-contained or departmentalized), experience level of teachers, amount of time dedicated to science instruction, and student achievement on a standardized science…

The problem addressed in this study was some early elementary teachers have low self-efficacy about their scientific knowledge and ability to support children's scientific learning; consequently, they are less likely to dedicate instructional time to science. The purpose of this qualitative case study was to investigate how elementary school…

The COVID-19 pandemic induced a global educational emergency that abruptly threatened the continuity of education. Teachers and students were thrust into distance instruction, leaving many feeling unprepared to facilitate engaging reform-minded science, undermining their science identity, attitude, and self-efficacy. Even with the unprecedented…

Teachers' self-efficacy influences their ability to teach students. Primary grade teachers (K-3) are tasked with teaching all content areas. K-3 teachers struggle with self-efficacy to teach science content rigorously and find the time to teach science through hands-on learning. This study addressed the gap in research for teaching science through…

A teacher's sense of self-efficacy may have significant influence on the pedagogical decisions in the classroom. An elementary school teacher's sense of self-efficacy in teaching science may negatively influence student achievement in science. Negative beliefs concerning science or the ability to teach and promote student learning in science may…

This study aimed to explore possible correlations between elementary inservice teachers' (n=138) perceptions of science teaching constraints and affordances as well as their demographic information and science teaching self-efficacy and beliefs through the use of inferential statistics (Field, 2018; Riggs & Enochs, 1990). It also sought to…

Current literature reveals that researchers are not using student perceptions as a large component to their data collection nor as an avenue to investigate how students pick up on their teachers' self-efficacy (SE) for, interest in, and enjoyment of science teaching. In my dissertation, I explored the relationship between teacher beliefs, student…

As the need for a STEM-literate workforce grows, educators must prepare to develop STEM-literate thinkers. American educators must modernize teaching practices and utilize the best research-based STEM pedagogy. STEM education can no longer be a novelty or supplement to classroom instruction, and this is especially true in elementary classrooms.…

Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service…

The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the…

The current study utilized a mixed methods approach to examine the science teaching efficacy beliefs (STEB) of preservice elementary teachers as they participated in a Science Methods course. The following questions were addressed using quantitative survey data and qualitative interviews: What are the STEB of preservice elementary teachers as they…

This study examined kindergarten through fifth grade elementary school teachers' self-efficacy regarding classroom science teaching and then related these findings to the daily instructional methods that these teachers use when teaching science. Survey methodology was used to explore the perceptions of elementary school teachers (n = 143)…