Variable Relationships Among Different Science Learners in Elementary Science-Methods Courses

Bleicher, Robert E.; Lindgren, Joan

doi:10.1007/s10763-009-9161-3

Cited by 5 publications

(5 citation statements)

References 23 publications

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“…Our experience also confirmed studies (e.g., Feistritzer and Boyer, 1983;Bleicher, 2009) that show many ElEd FIGURE 4: Exam score and year of study for Semester 1 (F11). The exam scores for first-year students (Y1) are compared with those of more senior students (Y2/Y3/Y4).…”

Section: Challenges and Lessons Learnedsupporting

confidence: 89%

“…Research on elementary teachers demonstrated that a majority possessed a negative attitude towards science (e.g., Feistritzer and Boyer, 1983;Pedersen and McCurdy, 1992;Bleicher, 2009) and that such negative attitudes were passed onto young learners (e.g., Scharmann and Orth Hampton, 1995 The final design of the online part of the course is illustrated by the schematic shown in Fig. 1.…”

Section: Development Of the Online Component Content Experts Meet Curmentioning

confidence: 99%

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The Big Crunch: A Hybrid Solution to Earth and Space Science Instruction for Elementary Education Majors

Cervato

Kerton

Peer

et al. 2013

Journal of Geoscience Education

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We describe the rationale and process for the development of a new hybrid Earth and Space Science course for elementary education majors. A five-step course design model, applicable to both online and traditional courses, is presented. Assessment of the course outcomes after two semesters indicates that the intensive time invested in the development of the course results in a manageable workload during the semester for faculty with an already full teaching load. We also found that average scores in proctored online exams for this cohort of students are identical to the average scores of students from the same major enrolled in a face-to-face (F2F) course. Exam scores significantly improved in the second semester after adjustments to the workload and the introduction of explicit test-taking tips at the beginning of the semester. We found that our students, at all stages of their studies, were not used to the self-guided instruction required for success in online courses, and were often not as comfortable using Web-based technology for instruction as we expected. KeywordsEarth and space science, preservice teachers, elementary education, hybrid course, distance education RightsThis is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. ABSTRACTWe describe the rationale and process for the development of a new hybrid Earth and Space Science course for elementary education majors. A five-step course design model, applicable to both online and traditional courses, is presented. Assessment of the course outcomes after two semesters indicates that the intensive time invested in the development of the course results in a manageable workload during the semester for faculty with an already full teaching load. We also found that average scores in proctored online exams for this cohort of students are identical to the average scores of students from the same major enrolled in a face-to-face (F2F) course. Exam scores significantly improved in the second semester after adjustments to the workload and the introduction of explicit test-taking tips at the beginning of the semester. We found that our students, at all stages of their studies, were not used to the self-guided instruction required for success in online courses, and were often not as comfortable using Web-based technology for instruction as we expected. Ó

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Section: Challenges and Lessons Learnedsupporting

confidence: 89%

Section: Development Of the Online Component Content Experts Meet Curmentioning

confidence: 99%

The Big Crunch: A Hybrid Solution to Earth and Space Science Instruction for Elementary Education Majors

Cervato

Kerton

Peer

et al. 2013

Journal of Geoscience Education

View full text Add to dashboard Cite

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“…Understanding the factors that may affect science teaching self‐efficacy during preservice teacher preparation programs is important because of the previously stated implications for teacher behavior. As a result, many studies on preservice teacher science teaching self‐efficacy exist, but primarily focus on the impact of courses within preservice programs, such as science methods courses and student teaching, on science teaching self‐efficacy (Bautista, ; Bleicher, , ; Bleicher & Lindgren, ; Bursal, ; Cantrell, ; Gunning & Mensah, ; Hechter, ; King & Wiseman, ; McDonnough & Matkins, ; Morrell & Carroll, ; Mulholland, Dorman, & Odgers, ; Palmer, 2006a; Schoon & Boone, ; Tosun, 2000b; Utley, Moseley, & Bryant, ).…”

mentioning

confidence: 99%

The Science Teaching Self‐Efficacy of Prospective Elementary Education Majors Enrolled in Introductory Geology Lab Sections

Baldwin

2014

School Sci & Mathematics

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This study examined prospective elementary education majors' science teaching self‐efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B (STEBI‐B) was administered during the first and last lab class sessions. Additionally, students were asked an open‐ended question to describe their experience in the education majors' geology lab. The results of the STEBI‐B were analyzed using paired t‐tests to determine whether the students changed their personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). Results of this study indicate a significant increase in PSTE. No significant differences were found in STOE. This study suggests that science content courses designed for education majors may lead to a positive change in science teaching self‐efficacy and has implications for teacher educators in preparing science content courses for their teacher preparation program.

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“…There are numerous examples of studies investigating the science teaching self-efficacy gains of preservice ISSN 1648-3898 teachers with standard pretest-posttest research designs (Bleicher, 2009;Bleicher & Lindgren, 2005;Bursal, 2008;Ginns et al, 1995;Ginns & Watters, 1999;Huinker & Madison, 1997;Morrell & Carroll, 2003;Palmer, 2006aPalmer, , 2006bPlourde, 2002;Richardson & Liang, 2008;Soprano & Yang, 2013;Utley et al, 2005;Yılmaz & Huyugüzel-Çavaş, 2008), but no study -except Cantrell (2003) and Hechter (2011) -is located in the literature using retrospective tests to measure the same construct. Also, it is not investigated that whether the differences between the standard and retrospective test scores are seen in samples from different contexts.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Standard and Retrospective Pre-Post Testing for Measuring the Changes in Science Teaching Efficacy Beliefs

Bursal

2015

JBSE

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Thirty-nine American and 78 Turkish preservice elementary teachers’ personal science teaching efficacy (PSTE) beliefs were investigated during science methods courses with standard and retrospective pre-post testing methods. Significant differences in the PSTE gain scores, which indicate the changes in the mean PSTE scores from standard/retrospective pretests to the posttest, were found between the standard and retrospective measurements in both samples. Significant differences between the standard and retrospectively measured gain scores were detected among all subgroups under study, which were formed by participants’ PSTE levels and gender. It has been concluded that the differences between the standard and retrospectively measured PSTE gain scores are due to the difference in the nature of these measurement methods and can be seen in most research samples in educational studies around the world. The findings of this study suggest that the response-shift bias should be considered as a common threat to validity for research studies measuring self-efficacy beliefs with the standard pre-post testing method. Key words: personal science teaching efficacy, preservice elementary teacher, response-shift bias, retrospective pretest.

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Variable Relationships Among Different Science Learners in Elementary Science-Methods Courses

Abstract: Due to a technical error, the name and address of the second author has been deleted during the production of the article. The names of the authors should read:

Cited by 5 publications

References 23 publications

The Big Crunch: A Hybrid Solution to Earth and Space Science Instruction for Elementary Education Majors

The Big Crunch: A Hybrid Solution to Earth and Space Science Instruction for Elementary Education Majors

The Science Teaching Self‐Efficacy of Prospective Elementary Education Majors Enrolled in Introductory Geology Lab Sections

A Comparison of Standard and Retrospective Pre-Post Testing for Measuring the Changes in Science Teaching Efficacy Beliefs

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