Science teacher's self-efficacy has been at the center of many investigations on students' achievement in science, teacher burnout, and teacher performance. While overly studied, this construct has not been examined with scientific literacy in depth. Thus, this study aims to identify the influence of science teacher's scientific literacy on their…

Two common reasons elementary preservice teachers have low self-efficacy with science teaching is their lack of content knowledge and past negative experiences with science teaching or learning. Holding low self-efficacy beliefs has negative impacts on both the method of science instruction and amount of science instruction delivered in the…

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 current study investigates the developmental trajectories of "novice elementary teachers' self-efficacy science beliefs", "their science instructional beliefs" and "science knowledge" over the course of participants' teacher preparation and into their first two years of teaching. Study results indicate changes in…

The study sought to analyze the effects of the Technology, Pedagogy, and Content Knowledge (TPACK) program on the relationship between preservice elementary school teachers (n = 194) and the variables of their gender. Quantitative data collected during the fall semesters of 2018 and 2019 were statistically analyzed using the Wilcoxon rank sum test…

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 mixed-methods study investigated the relationships among preservice teachers' efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants' PCK was significantly correlated with their mathematics and science efficacy…

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science…

This study was designed to delve into the impact of differentiated science education for gifted students on prospective classroom teachers in terms of some variables. A concurrent embedded research design from mixed research methodologies was employed in this study. The participants were 69 sophomore students studying in the Department of Primary…

Elementary school teachers are commonly known to have low self-efficacy in mathematics and science. Previously conducted research on science teaching self-efficacy and content knowledge has often focused on whether methods courses, professional development or other interventions improve both self-efficacy and content knowledge among elementary…

Shortages of STEM teachers have presented challenges to school employers for decades. Additionally, universities are tasked to produce science teachers of better quality, equipped in both content and pedagogical strategies. Undergraduate STEM majors with no prior inclination toward teaching were strategically selected to receive pedagogical…

University laboratory science courses are typically designed to prepare science majors or those who are pursuing health related careers. These courses often do not provide the experiences necessary to improve elementary preservice teacher science teaching efficacy or attitudes and beliefs toward science. This research utilized a university science…

Elementary teachers' science teaching self-efficacy has concerned researchers for many years. This case study explores the perceptions and experiences of an elementary preservice teacher as she engaged in action research to improve her science teaching self-efficacy. Findings suggest that action research provides the support and structure a…

The purpose of the study is to understand secondary science teachers' self-efficacy beliefs and implementation of inquiry to provide information for the improvement of science education in a Midwestern U.S. state that has not yet adopted NGSS. An explanatory sequential mixed methods design was selected to capture both a broad perspective of…

Using a quasi-experimental mixed methods concurrent design, this study measured the science self-efficacy of pre-service elementary teachers before and after a survey of science content course. Further, this course was delivered in two different formats: face-to-face and hybrid (approximately 50% online), and compared pre-and post-science…