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Analysis Of The Stebi-B Instrument As It Is Used To Predict The Science Teaching Self-Efficacy Beliefs Of Preservice Elementary Teachers, Martha Alice Stone
Dissertations and Theses @ UNI
Using the STEBI-B tool in a pre/post-test setting is common in educational research when measuring the influence of course work on the science teaching self-efficacy of preservice elementary teachers. This study was the first to use the STEBI-B in conjunction with a self-reflective tool to evaluate the influence of a required science content course on the science teaching self-efficacy of 54 preservice elementary teachers.
Concurrent collection of three sets of data happened at the beginning and at the end of an Inquiry into Earth & Space Science course designed for preservice elementary teachers. The self-reflective instrument measured science-teaching self-efficacy from a quantitative standpoint by having the participant rate their confidence towards teaching science on a scale from 1-10. The participants also provided a justification for their rating, which provided the qualitative data for this study. The mixed method design of this study captured the results from the quantitative and qualitative analysis of the data.
The results of the quantitative analysis found that although both the STEBI-B and the QUAN-SR instruments showed significant increases (p < .001 for both) in the preservice teacher’s science teaching self-efficacy from beginning to end of the test period the correlation of these data showed mixed results. There was little correlation between the normalized gains of the STEBI-B and the normalized gains of the QUANSR data for all 54 participants, r = .260. There was, however, a large correlation between the STEBI-B scores versus the quantitative self-reflective scores for two of the demographic groups, the participants who were juniors and the participants who had taken two previous science content courses, r = .806 and r = .716 respectively. These two groups represented the more experienced preservice teachers in the study making their understanding of self-efficacy more comprehensive. Because of their robust understanding of self-efficacy, their quantitative self-reflective scores supported their STEBI-B scores. The conclusion drawn from these results was that the STEBI-B instrument might do a better job of measuring the science-teaching self-efficacy level of the more experienced preservice teacher.
In analyzing the qualitative self-reflective data of the 54 participants, I used a constant comparative analysis. Qualitative responses by the participant indicated what factors the preservice teacher had identified as influencing their science teaching selfefficacy. The five categories of factors that emerged from the data were Cognitive Knowledge, Experience as a Student, Emotional State, Experience as a Teacher and Outside Factors. These five categories tie in closely with the six sources of self-efficacy discovered by Bandura (1977) and Palmer (2006).
The fact that the Experiences as a Teacher Category was the least cited category in this study was of concern from a science educator’s standpoint. The factors in this category, according to previous research (Bandura, 1977; Palmer, 2006), should be the most influential factors in predicting self-efficacy. For them to be ...
Preservice And Practicing Teacher Science Inquiry Projects: An Analysis Of Their Understanding Of The Inquiry Process, Benjamin D. Olsen
Dissertations and Theses @ UNI
Student conducted inquiry is an essential component of the Next Generation Science Standards and considered to be a core goal of teaching science methods. Teachers need to understand what student inquiry entails, to be able to successfully conduct their own inquiry investigations, and to understand this process well so as to guide original student inquiry investigations. Some suggest that, as a result of No Child Left Behind legislation, an entire generation of students have missed out on inquiry-based elementary science instruction. Research indicates that many preservice teachers find it difficult to bridge knowledge of subject matter with pedagogy – making use ...