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Dissertation
Examining the Relationship between Elementary Teachers' Science Self-efficacy and Science Content Knowledge
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2013
Abstract
Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service elementary teachers' science content knowledge and self-efficacy constructs. The instrument combines Enochs and Riggs' (1990) Science Teaching Efficacy Beliefs Instrument (STEBI) with the researcher's content knowledge instrument created from a northwest Florida school district's science textbook series. The researcher's instrument was created to access participants' science content knowledge so the results can be compared to science self-efficacy results from the STEBI. The results of this study show there is a statistically significant relationship between the teachers' science self-efficacy and science content knowledge. The researcher concluded that in order to increase in-service teachers' science self-efficacy, district and school personnel need to increase opportunities for teachers to improve their science content knowledge.
Details
- Title
- Examining the Relationship between Elementary Teachers' Science Self-efficacy and Science Content Knowledge
- Resource Type
- Dissertation
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 85
- Copyright
- © 2012 Mary Jo Wimsatt
- Identifiers
- 99380090756906600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida