nach oben

Journal of Science Teacher Education

Erschienen in:

01.06.2011

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

verfasst von: Nazan Uludag Bautista

Erschienen in: Journal of Science Teacher Education | Ausgabe 4/2011

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

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.

Vorheriger Artikel Turkish Preservice Science Teachers’ Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning

Nächster Artikel A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.CrossRef

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147.CrossRef

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

Bezruczko, N. (2000). Rasch measurement in health sciences. Maple Grove, MN: JAM Press.

Bleicher, R. E. (2007). Nurturing confidence in preservice elementary science teachers. Journal of Science Teacher Education, 18, 841–860.CrossRef

Bleicher, R. E., & Lindgren, J. (2005). Success in science learning and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16, 205–225.CrossRef

Bybee, R. W. (1997). Achieving scientific literacy. Portsmouth, NH: Heinemann.

Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14, 177–192.CrossRef

Desouza, J. M. S., Boone, J. W., & Yılmaz, Ö. (2004). A study of science teaching self-efficacy and outcome expectancy beliefs of teachers in southern Indiana. Science Education, 88, 837–854.CrossRef

Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90, 694–706.CrossRef

Frechtling, J., & Sharp, L. (1997). The user-friendly handbook for mixed-method evaluations (NSF No. 97–153). Arlington, VA: NSF.

Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.CrossRef

Ginns, I. S., Watters, J. J., Tulip, D. F., & Lucas, K. G. (1995). Changes in preservice elementary teachers’ sense of efficacy in teaching science. School Science and Mathematics, 95, 394–400.CrossRef

Jarrett, O. S. (1999). Science interest and confidence among preservice elementary teachers. Journal of Elementary Science Education, 11, 49–59.CrossRef

Joint Council of the State Board of Education, & The Ohio Board of Regents. (2002). Ohio academic content standards: K-12 Science. Columbus, OH: Ohio Department of Education.

Linacre, J. M. (2009). Winsteps ^® (Version 3.68.0) [Computer Software]. Beaverton, OR: Winsteps.com.

Liu, X., & Boone, W. (2006). Application of Rasch measurement in science education. Maple Grove, MN: JAM Press.

Liu, O. L., Wilson, M., & Paek, I. (2008). A multidimensional Rasch analysis of gender differences in PISA mathematics. Journal of Applied Measurement, 9, 18–35.

Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243–261.CrossRef

National Research Council. (1996). National science education standards. Washington DC: National Academies Press.

Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36, 337–353.CrossRef

Rasch, G. (1960). Probabilistic models for some intelligence and attainment test. Copenhagen, Denmark: The Danish Institute of Educational Research.

SAS Institute Inc. (2004). SAS® 9.1.2 qualification tools user’s guide. Cary, NC: SAS Institute Inc.

Scharmann, L. C., & Orth Hampton, C. M. (1995). Cooperative learning and preservice elementary teacher science self-efficacy. Journal of Science Teacher Education, 6, 125–133.CrossRef

Schibeci, R. A., & Hickey, R. (2000). Is it natural or processed? Elementary school teachers and conceptions about materials. Journal of Research in Science Teaching, 37, 1154–1170.CrossRef

Schiver, M., & Czerniak, C. M. (1999). A comparison of middle and junior high science teachers’ levels of efficacy and knowledge of developmentally appropriate curriculum and instruction. Journal of Science Teacher Education, 10, 21–42.CrossRef

Schoon, K. J., & Boone, W. J. (1998). Self-efficacy and alternative conceptions of science of preservice elementary teachers. Science Education, 82, 553–568.CrossRef

Settlage, J. (2000). Understanding the learning cycle: Influences on abilities to embrace the approach by preservice elementary school teachers. Science Education, 84, 43–50.CrossRef

Smithsonian Institution Astrophysical Observatory and Harvard-Smithsonian Center for Astrophysics (Producers). (1997). Case studies in science education. Available from http://learner.org/resources/series21.html.

Tosun, T. (2000). The impact of prior science course experience and achievement on the science teaching self-efficacy of preservice elementary teachers. Journal of Elementary Science Education, 12, 21–31.CrossRef

Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39, 633–658.CrossRef

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.

Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Wingfield, M. E., Freeman, L., & Ramsey, J. (2000). Science teaching self-efficacy of first-year elementary teachers trained in a site based program. Paper presented at the annual meeting of the national association for research in science teaching, New Orleans, LA. Retrieved from ERIC database, (ED 439 956).

Yoon, S., Pedretti, E., Bencze, L., Hewitt, J., Perris, K., & Van Oostvee, R. (2006). Exploring the use of cases and case methods in influencing elementary preservice science teachers’ self-efficacy beliefs. Journal of Science Teacher Education, 17, 15–35.CrossRef

Zeldin, A. L., Britner, S. L., & Pajares, F. (2006). A comparative study of self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45, 1036–1058.CrossRef

Titel: Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs
verfasst von: Nazan Uludag Bautista
Publikationsdatum: 01.06.2011
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 4/2011
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-011-9232-5

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 4/2011

The Progression of Prospective Teachers’ Conceptions of School Science Content

A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course

Turkish Preservice Science Teachers’ Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning

Preparing for the Plunge: Preservice Teachers’ Assessment Literacy