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EJ984135 - Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

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ERIC #:EJ984135
Title:Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching
Authors:Avery, Leanne M.; Meyer, Daniel Z.
Descriptors:Self Efficacy; Scientific Research; Science Instruction; Science Curriculum; Preservice Teachers; Science Education; Elementary School Science; Elementary School Teachers; Inquiry; Scientists; Undergraduate Students; Surveys; Scores; Validity; Reliability
Source:School Science and Mathematics, v112 n7 p395-409 Nov 2012
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Publisher:Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Date:2012-11-00
Pages:15
Pub Types:Journal Articles; Reports - Descriptive; Tests/Questionnaires
Abstract:Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy for science and science teaching, understanding of science, and willingness to teach it in their future careers. Our findings suggest that for some students, the inquiry-based science course positively influenced their self-efficacy for science and science teaching. Gains were made in a majority of students' conceptual understanding of science, understanding of the science process and scientific research, and confidence with science and science teaching. The subjects did not experience the course uniformly, however. Rather, there appeared to be two distinct groups, one on a trajectory of improving their outlook on science teaching and one worsening. The results presented here therefore provoke some interesting questions regarding preservice elementary teachers' preparation for science teaching. (Contains 3 tables and 2 figures.)
Abstractor:As Provided
Reference Count:58
Note:N/A
Identifiers:Pennsylvania
Record Type:Journal
Level:N/A
Institutions:N/A
Sponsors:N/A
ISBN:N/A
ISSN:ISSN-0036-6803
Audiences:N/A
Languages:English
Education Level:Early Childhood Education; Elementary Education
Direct Link:http://dx.doi.org/10.1111/j.1949-8594.2012.00159.x
 
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