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The Science Teaching Self‐Efficacy of Prospective Elementary Education Majors Enrolled in Introductory Geology Lab Sections
Author(s) -
Baldwin Kathryn A.
Publication year - 2014
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12073
Subject(s) - mathematics education , science education , self efficacy , teaching method , psychology , class (philosophy) , expectancy theory , computer science , psychotherapist , social psychology , artificial intelligence
This study examined prospective elementary education majors' science teaching self‐efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B ( STEBI ‐ B ) was administered during the first and last lab class sessions. Additionally, students were asked an open‐ended question to describe their experience in the education majors' geology lab. The results of the STEBI ‐ B were analyzed using paired t ‐tests to determine whether the students changed their personal science teaching efficacy ( PSTE ) and science teaching outcome expectancy ( STOE ). Results of this study indicate a significant increase in PSTE . No significant differences were found in STOE . This study suggests that science content courses designed for education majors may lead to a positive change in science teaching self‐efficacy and has implications for teacher educators in preparing science content courses for their teacher preparation program.