Science Teaching Efficacy Belief Instrument Research Articles

Evaluation of a Multi-Site Cancer Health Disparities Research Training Program for Underrepresented Undergraduate and Medical Students.

Diversifying the biomedical research workforce is crucial for eliminating cancer health disparities. To address this need, Moffitt Cancer Center and Louisiana State University Health Sciences formed the Southeast Partnership for Improving Research and Training in Cancer Health Disparities (SPIRIT-CHD). A key component of SPIRIT-CHD is the Cancer Research Education Program (CREP), designed to train underrepresented undergraduate and medical students in biomedical science research. The CREP featured an 8-week summer internship with a web-based curriculum, community outreach, and mentored research experiences. Three cohorts (n = 39) completed the CREP. Students were evaluated before and after the internship using the Goal Attainment Scale (GAS), Science Teaching Efficacy Belief Instrument (STEBI), and Research Appraisal Inventory (RAI), modified to assess CREP outcomes. These scales measured students' intentions to pursue cancer research careers, self-efficacy in communicating scientific information, and perceived research abilities. Paired test results showed significant increases (p < 0.001) in scores across the scales (GAS, STEBI, RAI) pre- and post-training. Trainees reported heightened intentions to pursue cancer research careers (GAS; mean increase of 5.3, p < 0.001) and greater self-efficacy in relaying scientific information (STEBI; mean increase of 9.2, p < 0.001). They also showed increased self-confidence in conducting research (RAI; mean increase of 58.2, p < 0.001). These findings demonstrate the program's success in fostering interest in cancer research careers and enhancing research confidence. Results support the development of programs like CREP to positively impact the academic and professional trajectories of underrepresented students, ultimately creating a more diverse and inclusive biomedical research workforce equipped to address health disparities.

Adapting the science teaching efficacy beliefs instrument to assess engineering teaching efficacy beliefs of pre-service elementary teachers: Rasch model and confirmatory factor analysis

Adapting the science teaching efficacy beliefs instrument to assess engineering teaching efficacy beliefs of pre-service elementary teachers: Rasch model and confirmatory factor analysis

Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content

This exploratory study examined the relationship between the knowledge of selected physics concepts from the South African National Senior Certificate curriculum and the self-efficacy beliefs of preservice science teachers. Forty-one preservice physical science teachers between the ages of 16 and 30 enrolled in a higher education institution to earn a Bachelor of Education degree made up the participants. Of these, 56.1% were female and 43.9% were male. Every respondent was a recent high school graduate from South Africa enrolled in a second-year university course on basic physical science. The preservice teachers completed the Science Teaching Efficacy Belief Instrument (STEBI-B) and a teaching confidence ranking scale. A confidence ranking for teaching topics from a typical high school science curriculum was determined by analyzing the data. According to the data analysis, preservice teachers are confident and self-sufficient enough to teach science concepts.

Adapting a self-efficacy scale to the task of teaching scientific reasoning: collecting evidence for its psychometric quality using Rasch measurement.

Besides teachers' professional knowledge, their self-efficacy is a crucial aspect in promoting students' scientific reasoning (SR). However, because no measurement instrument has yet been published that specifically refers to self-efficacy beliefs regarding the task of teaching SR, we adapted the Science Teaching Efficacy Belief Instrument (STEBI) accordingly, resulting in the Teaching Scientific Reasoning Efficacy Beliefs Instrument (TSR-EBI). While the conceptual framework of the TSR-EBI is comparable to that of the STEBI in general terms, it goes beyond it in terms of specificity, acknowledging the fact that teaching SR requires very specific knowledge and skills that are not necessarily needed to the same extent for promoting other competencies in science education. To evaluate the TSR-EBI's psychometric quality, we conducted two rounds of validation. Both samples (N1 = 114; N2 = 74) consisted of pre-service teachers enrolled in university master's programs in Germany. The collected data were analyzed by applying Rasch analysis and known-group comparisons. In the course of an analysis of the TSR-EBI's internal structure, we found a 3-category scale to be superior to a 5-category structure. The person and item reliability of the scale proved to be satisfactory. Furthermore, during the second round of validation, it became clear that the results previously found for the 3-category scale were generally replicable across a new (but comparable) sample, which clearly supports the TSR-EBI's psychometric quality. Moreover, in terms of test-criterion relationships, the scale was also able to discriminate between groups that are assumed to have different levels of self-efficacy regarding teaching SR. Nonetheless, some findings also suggest that the scale might benefit from having the selection of individual items reconsidered (despite acceptable item fit statistics). On balance, however, we believe that the TSR-EBI has the potential to provide valuable insights in future studies regarding factors that influence teachers' self-efficacy, such as their professional experiences, prior training, or perceived barriers to effective teaching.

Does Pre-Service Elementary Teachers’ Attitude Towards Science Affect Their Science Teaching Efficacy?

The Primary School Teacher Education Study Programme is responsible for preparing community members who have academic qualifications and competencies as learning agents. This readiness is the main capital for students to do the work of a teacher. In providing education to students, a teacher should have self-efficacy. This research is a quantitative study with an ex-post facto research type. The objectives of this study determine whether there is an effect of attitudes toward science on the efficacy of teaching science subjects. 147 4th-semester students majoring in Elementary School Teacher Education, Yogyakarta State University, were involved. The data collection technique used a questionnaire using a Dimensions of Attitude Towards Science (DAS) Instrument and The Science Teaching Efficacy Belief Instrument (STEBI-B). The study revealed a significant influence between attitudes toward science and the science teaching efficacy of elementary school teacher education students. The results of the analysis revealed that the coefficient of determination is 0.322, which means that 32.2% of variations in science teaching efficacy can be explained by attitude towards science.

Relations between Australian primary teachers’ approaches to student choice and their reported science teaching efficacy beliefs and teaching practices

ABSTRACT As a myriad of student-centred practices in primary science education have been established as valuable, effective cornerstones of teachers’ repertoires, there is now space to further consider student choice in science education. This paper seeks to examine the role of student choice in primary science education by exploring the relationship between primary teachers’ attitudes towards student-choice (minimal, emergent, and planned) and their science teaching efficacy beliefs and reported science teaching practices. A sample of 206 Australian primary teachers responded to a digital quantitative survey comprised of items that included professional demographics, the Science Teaching Efficacy Belief Instrument A (STEBI-A), science teaching approaches, and student-choice in science teaching. Descriptive statistics, T-tests, ANOVAs and Chi Squares were used in data analysis. The results showed that teachers who reportedly embraced student-choice were more efficacious and reported more expansive arrays of science teaching approaches than those who purported to minimise choice. Although there is a need for follow-up proximal research to elucidate these findings, some speculative interpretations and recommendations are discussed.

Examining Science and Technology/Engineering Educators' Views of Teaching Biomedical Concepts Through Physical Computing.

Programming and automation continue to evolve rapidly and advance the capabilities of science, technology, engineering, and mathematics (STEM) fields. However, physical computing (the integration of programming and interactive physical devices) integrated within biomedical contexts remains an area of limited focus in secondary STEM education programs. As this is an emerging area, many educators may not be well prepared to teach physical computing concepts within authentic biomedical contexts. This shortcoming provided the rationale for this study, to examine if professional development (PD) had a noticeable influence on high school science and technology and engineering (T&E) teachers’ (1) perceptions of teaching biomedical and computational thinking (CT) concepts and (2) plans to integrate physical computing within the context of authentic biomedical engineering challenges. The findings revealed a significant difference in the amount of biomedical and CT concepts that teachers planned to implement as a result of the PD. Using a modified version of the Science Teaching Efficacy Belief Instrument (STEBI-A) Riggs and Enochs in Science Education, 74(6), 625–637 (1990), analyses revealed significant gains in teachers’ self-efficacy toward teaching both biomedical and CT concepts from the PD. Further analyses revealed that teachers reported increases in their perceived knowledge of biomedical and CT concepts and a significant increase in their intent to collaborate with a science or T&E educator outside of their content area. This study provides implications for researchers and educators to integrate more biomedical and physical computing instruction at the secondary education level.

Science Teaching Efficacy Beliefs of Palestinian Elementary Education Students

To assess elementary education students’ self-efficacy beliefs in science teaching, the Science Teaching Efficacy Belief Instrument developed by Enochs and Riggs was used. The instrument consisted of two scales, Personal Science Teaching Efficacy Belief Scale and the Outcome Expectancy Scale. It was administered to 90 undergraduate university students majoring in elementary education at a large public Palestinian university. Results indicated that students’ self-efficacy beliefs in science teaching were comparable to those reported in the original study by Enochs and Riggs. Overall, the participants presented moderate to high self-efficacy in science teaching.

Examining the influence that safety training format has on educators’ perceptions of safer practices in makerspaces and integrated STEM labs

Introduction: The rising popularity of makerspaces and integrated science, technology, engineering, and mathematics (STEM) education labs has increased the safety/health hazards and resulting potential risks that schools, libraries, community centers, and educators must be prepared to address. Previous studies have demonstrated that adequate safety training can enhance educators’ safety perceptions and reduce accident rates. Method: Safety training was conducted in three different U.S. states for 48 educators working in K-12 STEM areas. Differences in the mode of delivery, length of the training, and types of hands-on activities instituted at each training site were examined in relation to the level of influence these factors had on educators’ safety perceptions. A modified version of the Science Teaching Efficacy Belief Instrument (STEBI) was used, which had previously been adapted for similar safety studies and showed strong reliability measures. Results: The pre- and post-survey responses revealed that educators at the fully online and shortest training session did not experience significant changes in their safety perceptions. However, participants at the two face-to-face sites demonstrated significant gains in their safety perceptions. Most notably, the site that offered the longest training and integrated the most hands-on lab activities recorded the greatest gains. Additionally, correlational analyses corroborated that as the amount of hands-on activities and length of the trainings increased, there was a positive significant association with changes in educators’ safety perceptions. Conclusions: This research helps bridge the gap between industry and K-12 STEM education research regarding better safety training practices. The findings from this study can help promote safer teaching and learning environments, while also reducing liability and the chance of a serious accident. Practical Applications: State departments, higher education institutions, teacher education programs, school districts, and others providing STEM safety training to K-12 educators should utilize this research to reexamine their safety training policies and practices.

An alternative to STEBI-A: validation of the T-STEM science scale

BackgroundThe Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and outcome expectancy for nearly 30 years. However, concerns about certain aspects of the STEBI-A have arisen, including the wording, validity, reliability, and dimensionality. In the present study, we revised the STEBI-A by addressing many concerns research has identified, and developed a new instrument called the T-STEM Science Scale. The T-STEM Science Scale was reviewed by expert panels and piloted first before it was administered to 727 elementary and secondary science teachers. The combination of classical test theory (CTT) and item response theory (IRT) approaches were used to validate the instrument. Multidimensional Rasch analysis and confirmatory factor analysis were run.ResultsBased on the results, the negatively worded items were found to be problematic and thus removed from the instrument. We also found that the three-dimensional model fit our data the best, in line with our theoretical conceptualization. Based on the literature review and analysis, although the personal science teaching efficacy beliefs (PTSEB) construct remained intact, the original outcome expectancy construct was renamed science teacher responsibility for learning outcomes beliefs (STRLOB) and was divided into two dimensions, above- and below-average student interest or performance. The T-STEM Science Scale had satisfactory reliability values as well.ConclusionsThrough the development and validation of the T-STEM Science Scale, we have addressed some critical concerns emergent from prior research concerning the STEBI-A. Psychometrically, the refinement of the wording, item removal, and the separation into three constructs have resulted in better reliability values compared to STEBI-A. While two distinct theoretical foundations are now used to explain the constructs of the new T-STEM instrument, prior literature and our empirical results note the important interrelationship of these constructs. The preservation of these constructs preserves a bridge, though imperfect, to the large body of legacy research using the STEBI-A.

What are they bringing with them? Understanding past science experiences of preservice elementary teachers and what they mean for the science methods course

AbstractThis study sought to better understand how past science learning experiences affected preservice elementary teachers, both in terms of their own self‐efficacy and their perceptions of science teaching and learning at the beginning of their science methods course. Following an explanatory sequential mixed methods design, this study first involved the collection of quantitative data and then the collection of more in‐depth qualitative data. In the first phase, the quantitative data included the Draw‐a‐Science‐Teacher‐Test Checklist (DASTT‐C) and the Science Teaching Efficacy Belief Instrument (STEBI‐B) of preservice elementary teachers. In the second phase of this study, selected science autobiographies written by these same preservice elementary teachers, were explored based on extremely high or low scores on one of the STEBI‐B subscales and the DASTT‐C. Based on the findings, these preservice elementary teachers used their past experiences with science as a foundation for how they perceived science and its instruction in the elementary classroom. Overall, these preservice elementary teachers have a desire to make science in the elementary grades a positive experience for their future students.

Assessment of Greek Pre-service Primary Teachers’ Efficacy Beliefs in Physics Teaching

ABSTRACT International research shows that primary school teachers don’t have the necessary level of self-efficacy to provide high quality science learning and teaching opportunities to their students. The aim of the present study is to validate the Science Teaching Efficacy Belief Instrument (STEBI-B) and to investigate the self-efficacy beliefs of 408 Greek pre-service primary teachers to teach physics. The STEBI-B assesses two dimensions: Personal Science Teaching Efficacy Beliefs (PSTEB) and Science Teaching Outcome Expectancy (STOE). An exploratory and confirmatory factor analysis substantiated this 2-factor structure. Moreover, results revealed that gender and year of study did not have a significant effect on Personal Physics Teaching Efficacy Beliefs (PPTEB) or Physics Teaching Outcome Expectancy (PTOE). On the contrary, high school course specialization had an effect on PPTEB. Both self-efficacy dimensions were positively correlated with variables such as interest in the subject of physics, interest in teaching physics, general self-efficacy in teaching physics, self-related knowledge in concepts of physics and self-related effectiveness in teaching physics. The findings also showed that variables such as interest in physics and self-related effectiveness in physics teaching were predictors of the PPTEB and PTOE dimensions. The discussion presents implications for the organization, structure, and dynamics of elementary teacher preparations. The limitations section acknowledges the weaknesses that restrict the applicability of the findings to other contexts.

Developing Pre-service Elementary Science Teachers’ Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Pre-service teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve teacher efficacy. This study examined the effect of microteaching on pre-service elementary science teachers' STEB. Pretest-posttest control group design was utilized. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at the beginning and end of the study. The treatment group planned and taught mini-lessons. The lessons were videotaped and evaluated in detail by watching the videotapes. The microteachers replanned and retaught the mini-lessons based on the feedback. The microteaching practices were conducted to support efficacy sources. The control group only planned and taught mini-lessons and received brief and undetailed feedback. Results showed significant differences in participants' personal science teaching efficacy beliefs and student outcome expectancy beliefs in terms of the treatment group. The STEB scores of the control group also decreased at the end of the study. It is suggested that pre-service teachers should have the opportunity to reflect on their performances, artifacts, or lesson plans and to design them several times.

A Cultural and Artistic Approach to Early Childhood Science Education: Shadow Play

Attitudes towards science and scientific perspectives in the future depend on early childhood science experiences. Preservice teachers who are provided with the opportunity to develop positive attitudes and self-efficacy towards science teaching before they enter professional life are more likely to help preschoolers develop positive attitudes towards science in their professional life. The aim of this 12-week study was, therefore, to determine the effect of a shadow play workshop on early childhood preservice teachers’ self-efficacy beliefs and attitudes towards science teaching and to investigate their workshop experiences and application processes. This study employed an explanatory sequential mixed methods design. The sample consisted of 24 first-year early childhood preservice teachers. Quantitative data were collected using the Early Childhood Teachers’ Attitudes Toward Science Teaching (TSAS) and the Science Teaching Efficacy Belief Instrument (STEBI) and were analyzed using the Wilcoxon Signed Ranks test and the dependent sample t-test. Qualitative data were collected through focus group interviews and observations and were analyzed using content analysis. Results showed that shadow play had a positive effect on participants’ self-efficacy beliefs and attitudes towards science teaching, indicating that shadow play is an interesting, fun, and effective material that can be used in early childhood science education to turn abstract concepts into concrete forms. Results were discussed with reference to literature, and recommendations were made for future studies.

The Factors Predicting Pre-service Science Teachers’ Scientific Literacy

The purposes of the study are to investigate pre service science teachers’ level of scientific literacy, beliefs about science teaching, and science teaching efficacy belief and how much variance in pre service science teachers’ scientific literacy can be explained by beliefs about science teaching, science teaching efficacy belief and grade point average (GPA). The survey design was used in this study and the sample of this study consisted of 172 pre service science teachers enrolled in elementary science education department in the university. Test of basic scientific literacy, science teaching efficacy belief instrument, beliefs about science teaching questionnaire were used as data collection tools of this study. Descriptive statistics and multiple regression analyses were used as data analyses technique. Descriptive analysis results revealed that while preservice science teachers had high levels of scientific literacy and beliefs about science teaching, they had low level of personal science teaching efficacy belief. On the other hand, preservice science teachers’ science teaching outcome expectancy and grade point average indicating academic achievement was acceptable level. Multiple regression analyses results revealed that preservice science teachers’ academic achievement was the best predictor of the variance in preservice science teachers’ scientific literacy. Besides, science content knowledge, personal science teaching efficacy belief, and beliefs about science teaching with respect to assessment made significant contribution to explaining science teachers’ scientific literacy. Key Words: Scientific literacy, Science teaching efficacy belief, Beliefs about science teaching, DOI: 10.7176/JSTR/7-05-02

Field Experiences, Mentoring, and Preservice Early Childhood Teachers’ Science Teaching Self-Efficacy Beliefs

In this study relationships between preservice early childhood teachers’ self-efficacy beliefs and their mentor teachers’ mentoring were examined. Quantitative research method was used in the study by the using multivariate data collections. The Science Teaching Efficacy Belief Instrument (STEBI) was administered to 96 pre-service teachers and mentor teachers. Time spent teaching and observing science was recorded also recorded by participants by the using time trackers. The Mentoring for Effective Science Teaching (MEST) instrument measured perceptions of the teachers’ mentoring activities, including modeling and feedback. Correlational analyses estimated the relationship between the preservice and mentor teachers’ self-efficacy beliefs, beliefs and time spent teaching, and beliefs and modeling and feedback. The findings suggest that mentor teachers play an important role in the preparation of preservice teachers, and that this role is particularly true for those mentors with higher science teaching self-efficacy beliefs. It also showed that how teaching practices have significant roles while preparing future teachers. For teacher education program could be pay attention to teaching practices while giving a decision for choosing mentor teachers. For future researchers may also look at the different sections of mentoring practices and their impacts on preservice teacher’s teaching skills.

The Influences of Socioscientific Issues on General Science Teaching Self-Efficacy

Two common reasons elementary preservice teachers have low self-efficacy with science teaching is their lack of content knowledge and past negative experiences with science teaching or learning. Holding low self-efficacy beliefs has negative impacts on both the method of science instruction and amount of science instruction delivered in the elementary classroom. Many researchers have successfully explored methods for improving elementary preservice teachers’ science teaching self-efficacy by providing positive, inquiry-based learning experiences during a science methods course, but the present study explores how to improve elementary preservice teachers’ science teaching self-efficacy beliefs by engaging them in socioscientific issues (SSI) during their elementary methods course. Using a mixed methods approach, we collected quantitative with the science teaching efficacy beliefs instrument part B (STEBI-B) and qualitative data through short answer responses focused on understanding their perceptions and confidence with science instruction. Our analysis of the qualitative data focused on identifying the influences for any change that resulted from the STEBI results. Our findings illustrate SSI as a commonly identified reason for positive changes in general science teaching self-efficacy. Implications for utilizing SSI as an approach to combat low science teaching self-efficacy are discussed.

Agriscience Teacher Professional Development Focused on Teaching STEM Principles in the Floriculture Curriculum

Agriscience teachers help support the mission of the American Floral Endowment to inspire people to pursue careers working with plants by providing curricula related to ornamental horticulture. Nevertheless, an overall understanding of how the horticulture industry is connected to the studies of science, technology, engineering, and mathematics (STEM) has left a shortage of skilled professionals. A professional development program was designed to provide agriscience teachers with experiences focused on STEM concepts taught in horticulture and floriculture curricula. The Science Teaching Efficacy Belief (STEB) instrument was used before and after the three days of content specific inquiry-based instruction to determine participants’ perceptions of their performance pre, post, and post-post. While teachers showed growth in their mean scores for the Science Teaching Outcome Expectancy (STOE) and Personal Science Teaching Efficacy Beliefs (PSTEB) constructs of the STEB between all three testing periods, no significant difference was found across the period-of-time. It is recommended that teacher educators consider how to create professional development experiences for agriscience teachers that target content to positively impact teacher self-efficacy. Further, it is recommended that professional development opportunities contain follow-up communication to determine whether teachers utilize curricular resources and ascertain how the teacher’s new knowledge is transferred to inform instructional change. The final recommendation is to measure student learning outcomes as a result of content-specific teacher professional development.

Science Teachers’ Perceptions of Personal Science Efficacy Beliefs and Science Teaching in Saudi Arabia, Pakistan, and the United Arab Emirates

This study sought to explore the science efficacy beliefs of in-service teachers from the Kingdom of Saudi Arabia (KSA) (n = 226), Pakistan (n = 130), and the United Arab Emirates (UAE) (n = 99) by administering the Science Teaching Efficacy Belief Instrument (STEBI-B) in a cross-sectional survey research design. A comparison of the three datasets indicated differences in terms of teachers’ personal science teaching efficacy (PSTE) and science teaching outcome expectancy efficacy (STOE). Teachers’ academic qualifications and experience showed relevance with the PSTE and STOE of the KSA sample but did not show relevance for UAE and Pakistan. These results have implications for teacher education programs in all three countries, which need to strengthen their teaching content and make science teachers more efficacious in order to bring about positive changes in students’ science learning. Other recommendations include: providing culturally tailored teacher education that respects the role of cultural adaptation, nationality, gender, academic qualifications, and years of teaching experience; and introducing effective professional development models to strengthen science teachers’ efficacy beliefs.

The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.