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EXAMINING THE RELATIONSHIP BETWEEN ELEMENTARY TEACHERS' SCIENCE SELF-EFFICACY AND SCIENCE CONTENT KNOWLEDGE

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Date Issued:
2013
Summary:
Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service elementary teachers' science content knowledge and self-efficacy constructs. The instrument combines Enochs and Riggs' (1990) Science Teaching Efficacy Beliefs Instrument (STEBI) with the researcher's content knowledge instrument created from a northwest Florida school district's science textbook series. The researcher's instrument was created to access participants' science content knowledge so the results can be compared to science self-efficacy results from the STEBI. The results of this study show there is a statistically significant relationship between the teachers' science self-efficacy and science content knowledge. The researcher concluded that in order to increase in-service teachers' science self-efficacy, district and school personnel need to increase opportunities for teachers to improve their science content knowledge.
Title: EXAMINING THE RELATIONSHIP BETWEEN ELEMENTARY TEACHERS' SCIENCE SELF-EFFICACY AND SCIENCE CONTENT KNOWLEDGE.
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Name(s): Wimsatt, Mary Jo, Author
Type of Resource: text
Date Issued: 2013
Publisher: University of West Florida
Language(s): English
Summary: Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service elementary teachers' science content knowledge and self-efficacy constructs. The instrument combines Enochs and Riggs' (1990) Science Teaching Efficacy Beliefs Instrument (STEBI) with the researcher's content knowledge instrument created from a northwest Florida school district's science textbook series. The researcher's instrument was created to access participants' science content knowledge so the results can be compared to science self-efficacy results from the STEBI. The results of this study show there is a statistically significant relationship between the teachers' science self-efficacy and science content knowledge. The researcher concluded that in order to increase in-service teachers' science self-efficacy, district and school personnel need to increase opportunities for teachers to improve their science content knowledge.
Identifier: WFE0000395 (IID), uwf:61053 (fedora)
Note(s): 2013-06-01
Ed.D.
Department of Instructional and Performance Technology
Doctorate
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000395
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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