The Impact of a Museum-Based Science Methods Course on Early Childhood-Elementary Pre-Service Teachers Self-Efficacy and Ability to Develop Curriculum Using a Constructivist Approach.Report as inadecuate


 The Impact of a Museum-Based Science Methods Course on Early Childhood-Elementary Pre-Service Teachers Self-Efficacy and Ability to Develop Curriculum Using a Constructivist Approach.


The Impact of a Museum-Based Science Methods Course on Early Childhood-Elementary Pre-Service Teachers Self-Efficacy and Ability to Develop Curriculum Using a Constructivist Approach. - Download this document for free, or read online. Document in PDF available to download.



Type of Resource: text

Genre: Electronic Thesis or Dissertation

Date Created: 2007

Date Issued: 2007

Publisher: Florida Atlantic University

Physical Form: pdf

Extent: 251 p.

Language(s): English

Abstract/Description: The focus of this study was to discover what impact a museum-based sciencemethods course would have on 14 early childhood/elementary pre-service teachers' selfefficacyand ability to develop curriculum using a constructivist approach. Data weregathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t testindicated there was significant change in the pre-service teachers ' self-efficacy pre-andpost-museum course participation.The investigation also analyzed student-created learning centers intended for usein the students' future classrooms. Students created two learning centers, one beforeinteraction with exhibits in the museum and one at the end of the course. At theconclusion of the semester, both sets of learning centers were analyzed using the Framework for Assessing Excellence instrument (Serrell, 2006). A paired-samples t testshowed increased ability to create constructivist-based materials.The third area of study involved a focus group comprised of the pre-serviceteachers. Researcher-designed questions focused on the change in self-efficacy beliefs ofthe pre-service teachers, from pre-to post-museum experience. Questions were designedto add depth to information gained from the quantitative data gained from the STEBI-Band the Framework for Assessing Excellence. Qualitative procedures were conducted todetermine common themes and beliefs derived from written reflections and audiotapedfocus group discussion. Students reported the museum context did increase theirconfidence, excitement, and ability to develop and use resources for science instruction.

Identifier: FA00000713 (IID)

Note(s): Includes bibliography.Dissertation (Ph.D.)--Florida Atlantic University, 2007.

Held by: Florida Atlantic University Digital Library

Sublocation: Boca Raton, Fla.

Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00000713

Restrictions on Access: All rights reserved by the source institution

Owner Institution: FAU



Author: Templeton, Chelneca Kegley , author Burnaford, Gail Dr., Thesis advisor College of Education, Degree grantor

Source: http://fau.digital.flvc.org/islandora/object/fau%3A33997



DOWNLOAD PDF




Related documents