Improving the Science Teaching Self-Efficacy of Preservice Elementary Teachers: A Multiyear Study of a Hybrid Geoscience Course

The importance of affective learning goals: lessons learned from the design and evolution of a geoscience course for preservice primary teachers

“…The results of this multi-year study show a consistent increase in the students' personal science teaching efficacy (PSTE) scores between the beginning and end of the semester, comparable to other studies of small enrollment face-to-face inquiry-based courses (Gray 2017). The comparison of different curriculum components of the online course showed that the semester-long project had no significant impact on student learning and suggested that the lab was largely responsible for the growth of positive affect in our students (Cervato and Kerton 2017).…”

“…There was no cumulative final exam. To engage the students more deeply with the content and to emphasize the relevance of E&SS, we designed a semester-long project that involved writing a letter to the U.S. President, with multiple drafts and feedback opportunities (4 semesters, Cervato and Kerton 2017;Cervato et al 2013) and then transitioned to a semester-long project culminating in a teaching demonstration addressing common E&SS misconceptions (2 semesters). Students were also required to complete seven assignments using Google Earth that allowed them to explore geological features and work on simple quantitative exercises.…”

“…In high school, some revealed a propensity to avoid science by taking only the minimum required number of courses, and, as students, they were reporting experiencing these courses as difficult, boring, or frustrating (Bleicher and Lindgren 2005). By the time they reached the upper undergraduate ranks of preservice elementary teachers, a significant number could no longer explain why science is an important part of the curriculum that they would soon teach (e.g., Bulunuz and Jarrett 2010;Cervato and Kerton 2017). Not surprisingly, studies confirm that it is the science courses that are often taught superficially or hurriedly in elementary grades (Dorph et al 2011;Howitt 2007).…”

Untitled

“…At the end of the semester, almost every participant was better able to discuss the ethics and equity in the context of science teaching. As noted previously, many pre-service elementary education teachers have low levels of proficiency and interest in science, which can lead to a failure to make science a priority in the curriculum (Cervato & Kerton, 2017). Interventions such as requiring extra science courses in the pre-service teacher curriculum, participating in authentic science experiences using inquiry based activities (Avery & Meyer, 2012), and providing supportive settings in which the pre-service teacher is provided consistent and constructive feedback can improve self-efficacy and science knowledge (Knoblauch & Hoy, 2008).…”

Preservice Teachers’ Self-Efficacy in the Teaching of Science at Basic Schools in Ghana

“…Many preservice elementary education teachers have low interest and proficiency in science which can undermine their teaching of the subject (Cervato & Kerton, 2017). Science teachers tend to teach as they have been taught and it is only when teachers have strong science teaching self-efficacy that they will to try new methods of teaching science (Ramey-Gassert & Shroyer, 1992).…”