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Science Self-Efficacy of Preservice Teachers in Face-to-Face versus Blended Environments
Journal article   Peer reviewed

Science Self-Efficacy of Preservice Teachers in Face-to-Face versus Blended Environments

Christine M. Knaggs, Toni A. Sondergeld and Dawn Henry
School science and mathematics, v 117(1-2), pp 27-33
01 Feb 2017
DOI: https://doi.org/10.1111/ssm.12204
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Education & Educational Research Social Sciences
Using a quasi-experimental mixed methods concurrent design, this study measured the science self-efficacy of pre-service elementary teachers before and after a survey of science content course. Further, this course was delivered in two different formats: face-to-face and hybrid (approximately 50% online), and compared pre-and post-science self-efficacy of students in the two different course formats. Our quantitative results showed increases in personal efficacy, but not outcome expectancy for both formats, and no significant differences between the increases for either format. Our qualitative data showed that participants attributed their increased levels of personal efficacy to the hands-on components of the course, as well as perceived teacher attitudes toward science, both of which would be challenging to replicate in a purely online format, as opposed to the hybrid format included in this study.

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#4 Quality Education

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Collaboration types
Domestic collaboration
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Education & Educational Research
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