Science Self-Efficacy of Preservice Teachers in Face-to-Face versus Blended Environments

Autor/inn/en	Knaggs, Christine M.; Sondergeld, Toni A.; Henry, Dawn
Titel	Science Self-Efficacy of Preservice Teachers in Face-to-Face versus Blended Environments
Quelle	In: School Science and Mathematics, 117 (2017) 1-2, S.27-33 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12204
Schlagwörter	Science Instruction; Self Efficacy; Preservice Teachers; Online Courses; Pedagogical Content Knowledge; Quasiexperimental Design; Mixed Methods Research; Teacher Attitudes; Teaching Methods; Conventional Instruction; Elementary School Teachers; Student Surveys; Student Attitudes + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Online course; Online-Kurs; Pädagogische Kompetenz; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerbefragung; Schülerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01