Toward the development of an elementary teacher's science teaching efficacy belief instrument

The National Science Board Commission on Precollege Education in Mathematics, Science, and Technology stressed the importance of elementary school science because it is within the formative years that “substantial exposure to mathematical and scientific concepts and processes” is thought to be “critical to later achievement” (1983, p. 22). Though science is required of all students within the elementary years, strong evidence suggests that elementary teachers do not feel science curriculum is a high priority (Stake and Easley, 1978; Schoeneberger and Russell, 1986). When elementary science is addressed, it is not usually taught in a way that enhances student achievement (Denny, 1978). Researchers have suggested a myriad of possible causes for existing voids in elementary science teaching (Edmunds, 1979; Fitch & Fisher, 1979; Franz & Enochs, 1982; Helgeson, Blosser, & Howe, 1977; and Weiss, 1978). Abundant attention has been devoted to the investigation of teacher attitude toward science and the effects of these attitudes on subsequent teaching (Haney, Neuman, & Clark, 1969; Koballa & Crawley, 1985; Morrisey, 1981; and Munby, 1983). Teacher belief systems, however, have been neglected as a possible contributor to behavior patterns of elementary teachers with regard to science. Investigation of teacher beliefs is vital to a more complete understanding of teacher behavior. Koballa and Crawley (1985) defined belief as “information that a person accepts to be true” (p. 223). This is differentiated from attitude which is a general positive or negative feeling toward something. Attitudes may be formed on the basis of beliefs, and both attitudes and beliefs relate to behavior. An example based upon Koballa and Crawley’s description, can be made to demonstrate the relationship between beliefs, attitudes and behavior with regard to the elementary science teaching situation. An elementary teacher judges his/