Abstract
Service learning typically involves university students in teaching and learning activities for middle and high school students, however, measurement of university students' self-efficacy in science communication is still lacking. In this study, an instrument to measure university students' perceived self-efficacy in communicating science to middle and high school students was developed and validated using a sample of 104 university students (19 graduate students and 85 undergraduate students). The rating scale Rasch model and Winsteps computer program were used to analyze the students' responses to pilot and final revised instrument. The results have revealed that the final revised instrument which contains 20 items with four response categories is well-targeted and measures from this instrument are reasonably valid and reliable. Issues associated with using the instrument are also discussed.
Highlights
In the US, there is a long history of involving university students in middle and high school science education
The idea has been expanded to placing university students in middle and high school classrooms in order to learn science communication, teaching skills, leadership, teamwork, and civic engagement
Teachers involved in the GK-12 program have reported increased STEM content knowledge (e.g., Gamse et al [1]), a use of more effective pedagogical techniques [2], greater access to STEM resources [3], to name just a few
Summary
In the US, there is a long history of involving university students in middle and high school science education. The idea has been expanded to placing university students (graduate and undergraduate) in middle and high school classrooms in order to learn science communication, teaching skills, leadership, teamwork, and civic engagement. This form of university student learning has been called service learning. STEM students working in middle and high school classrooms have reported gains as well In another recent evaluation of the GK-12 program [5], a majority of current and former graduate students indicated that their GK-12 experience benefited their ability to conduct various activities requiring communication, teaching, and teamwork skills. A majority of their college faculty advisors concurred that the GK-12 program helps their students develop skills in these areas
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