Elementary preservice teachers' science self -efficacy: Impact of an earth and atmospheric science content course on student teachers' practice

Amanda Hopkins, Purdue University

Abstract

EAS 185: Earth Science for Elementary Teachers, is a content course designed for elementary education majors at a large public Midwestern university. The course addresses science concepts using hands-on activities and provides labs that can easily be adapted the elementary classroom and science teaching experience in schools. The purpose of this study was to investigate the impact of the course on self-efficacy and teaching practice, as outlined in the Teaching and Content Standards of the National Science Education Standards (NRC, 1996) of pre-service teachers conducting their student teaching. The study consisted of three participants and one pilot participant who had taken the course who were doing their semester long (16 weeks) student teaching experience. Self-efficacy was measured using the STEBI-B, a self-efficacy instrument for pre-service elementary teachers (Enochs & Riggs, 1990). In addition to observations of the participants' teaching, interviews were conducted to find possible connections between self-reported efficacy, actions, and perceptions. The instrument results, class notes, and transcripts were analyzed for connections to self-efficacy and course content. Based upon the results of this study the participants displayed a positive science self-efficacy and in the case of one participant the Personal Science Teaching Efficacy Beliefs were strongly positive. Previous research indicates that a positive self efficacy is correlated with several positive behaviors. This is supported by the findings of this study. Each of the participants utilized positive teaching traits and addressed the National Science Teaching Standards.

Degree

Ph.D.

Advisors

Krockover, Purdue University.

Subject Area

Elementary education|Teacher education|Science education|Curricula|Teaching

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