The Resource Development of preservice elementary teachers' science self-efficacy beliefs and its relation to science conceptual understanding, by Deepika Menon

Development of preservice elementary teachers' science self-efficacy beliefs and its relation to science conceptual understanding, by Deepika Menon

Label
Development of preservice elementary teachers' science self-efficacy beliefs and its relation to science conceptual understanding
Title
Development of preservice elementary teachers' science self-efficacy beliefs and its relation to science conceptual understanding
Statement of responsibility
by Deepika Menon
Creator
Contributor
Author
Thesis advisor
Subject
Genre
Language
eng
Summary
Self-efficacy beliefs that relate to teachers motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self-efficacy beliefs included: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role-model. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled instructional strategies can positively impact science self-efficacy beliefs. While some course elements such as active learning experiences and teaching models seemed to impact all groups positively, the low group participants were particularly influenced by the multiple representations of the content and the course instructor as a role model. These findings have important implications for preservice science teacher preparation programs
Cataloging source
MUU
http://library.link/vocab/creatorDate
1979-
http://library.link/vocab/creatorName
Menon, Deepika
Degree
PhD
Dissertation note
Thesis
Dissertation year
2015.
Government publication
government publication of a state province territory dependency etc
Granting institution
University of Missouri--Columbia
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
Sadler, Troy D.
http://library.link/vocab/subjectName
  • College students
  • Elementary school teachers
  • Science
  • Self-efficacy
Label
Development of preservice elementary teachers' science self-efficacy beliefs and its relation to science conceptual understanding, by Deepika Menon
Instantiates
Publication
Copyright
Note
  • "A Thesis presented to the Faculty of the Graduate School at the University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy."
  • Thesis supervisor: Dr. Troy Sadler
  • Includes vita
Bibliography note
Includes bibliographical references (pages 179-191)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Control code
962028123
Extent
1 online resource (xiii, 192 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations (some color)
Specific material designation
remote
System control number
(OCoLC)962028123
Label
Development of preservice elementary teachers' science self-efficacy beliefs and its relation to science conceptual understanding, by Deepika Menon
Publication
Copyright
Note
  • "A Thesis presented to the Faculty of the Graduate School at the University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy."
  • Thesis supervisor: Dr. Troy Sadler
  • Includes vita
Bibliography note
Includes bibliographical references (pages 179-191)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Control code
962028123
Extent
1 online resource (xiii, 192 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations (some color)
Specific material designation
remote
System control number
(OCoLC)962028123

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