Elementary Pre-Service Teachers' Response-Shift Bias: Self-Efficacy and Attitudes toward Science

Autor/inn/en	Cartwright, Tina J.; Atwood, Jon
Titel	Elementary Pre-Service Teachers' Response-Shift Bias: Self-Efficacy and Attitudes toward Science
Quelle	In: International Journal of Science Education, 36 (2014) 14, S.2421-2437 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.925152
Schlagwörter	Elementary School Curriculum; Preservice Teachers; Preservice Teacher Education; Student Teacher Attitudes; Response Style (Tests); Self Efficacy; Methods Courses; Science Interests; Pretests Posttests; Beliefs; Scientific Attitudes; Relevance (Education); Attitude Change; Construct Validity; Statistical Analysis + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Antwortverhalten; Self-efficacy; Selbstwirksamkeit; Methodisch-didaktische Anleitung; Belief; Glaube; Relevance; Relevanz; Attitudinal change; Einstellungsänderung; Statistische Analyse
Abstract	Response-shift bias occurs when participants' initial constructs, such as self-efficacy in teaching science, are incomplete because they do not fully conceptualize something they have yet to experience. This study examines whether elementary pre-service teachers can consistently evaluate constructs such as self-efficacy and attitudes toward science throughout an elementary methods course. After the administration of traditional pre-tests, retrospective pre-tests, and post-tests, this study examined whether a response-shift bias consistently occurred in scales indicating science teaching self-efficacy (as measured by the Science Teaching Efficacy Beliefs Instrument-B), attitudes toward science (modified Attitudes Toward Science Inventory), and relevancy of science (Changes in Attitudes about the Relevancy of Science). Results indicate that a significant response-shift bias occurred in the scales relating to self-efficacy, confidence, and attitudes toward science; while no response-shift bias occurred in scales relating to outcome expectancy, value, and relevancy of science. Our data provide evidence that response-shifts naturally discriminate among different constructs and that participants successfully and consistently reported certain constructs over time which may be of interest for program evaluators and self-efficacy researchers. This research could have implications for program evaluators and researchers who need to measure program impacts on pre-service teachers with limited science-teaching experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10