Effects of an Asynchronous Online Science Methods Course on Elementary Preservice Teachers' Science Self-Efficacy

Autor/inn/en	Bergman, Daniel; Novacek, Greg
Titel	Effects of an Asynchronous Online Science Methods Course on Elementary Preservice Teachers' Science Self-Efficacy
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Elementary School Teachers; Teacher Certification; Paraprofessional School Personnel; Nontraditional Students; Teacher Education Programs; Online Courses; Educational Technology; Technology Uses in Education; Methods Courses; Science Instruction; Self Efficacy; Student Attitudes; Adult Students; Apprenticeships; Program Effectiveness + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Methodisch-didaktische Anleitung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Apprenticeship; Lehre
Abstract	To address a statewide demand for elementary teachers, a midsized Midwestern (U.S.A.) university created an undergraduate licensure program for para-educators, nontraditional students who are already working full-time in schools. Although fieldwork experiences and mentoring occur in the schools where they work, the para-educator preservice teachers (PSTs) completed all college coursework via online classes with course readings, writings, videos, discussion board, home activities, and videoconference class sessions. Their coursework included an inquiry-based science methods course, taught asynchronously over 8 weeks in the summer, emphasizing the 5E Learning Cycle Model (Bybee, 2002; Bybee et al., 2006; Contant et al., 2018) and the Next Generation Science Standards (NGSS Lead States, 2013). Pre- and posttest measures were collected from the participating PSTs (N = 57), including the STEBI-B (Enochs & Riggs, 1990) to analyze self-efficacy beliefs about teaching science. Findings between pre- and postassessments included statistically significant increases with large effect sizes in both STEBI-B subscales (Science Teaching Outcome Expectancy; Personal Science Teaching Efficacy Belief). Responding to open-ended follow-up questions, participants perceived writing lesson plans and doing at-home science activities as the most helpful course elements in their confidence about teaching science. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01