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Journal of Science Teacher Education

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01-06-2011

Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs

Author: Nazan Uludag Bautista

Published in: Journal of Science Teacher Education | Issue 4/2011

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Abstract

This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers’ self-efficacy beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This study has implications for science teacher educators.

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Title: Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs
Author: Nazan Uludag Bautista
Publication date: 01-06-2011
Publisher: Springer Netherlands
Published in: Journal of Science Teacher Education / Issue 4/2011
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-011-9232-5

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