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Science Self‐Efficacy of Preservice Teachers in Face‐to‐Face versus Blended Environments
Author(s) -
Knaggs Christine M.,
Sondergeld Toni A.,
Henry Dawn
Publication year - 2017
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.12204
Subject(s) - self efficacy , mathematics education , psychology , face to face , expectancy theory , science education , blended learning , multimethodology , computer science , medical education , educational technology , multimedia , social psychology , medicine , philosophy , epistemology
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 self‐efficacy of students in the two different course formats. Our quantitative results showed increases in personal efficacy, but not outcome expectancy for both formats, and no significant differences between the increases for either format. Our qualitative data showed that participants attributed their increased levels of personal efficacy to the hands‐on components of the course, as well as perceived teacher attitudes toward science, both of which would be challenging to replicate in a purely online format, as opposed to the hybrid format included in this study.