Preservice Elementary Teachers Self-Efficacy Beliefs about Equitable Science Teaching: Does Service Learning Make a DifferenceReport as inadecuate




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Journal of Elementary Science Education, v21 n2 p25-34 Spr 2009

This pilot study investigated the effect of community-based service learning on the self-efficacy beliefs of preservice elementary teachers in regards to equitable science teaching and learning. Using the Self-Efficacy Beliefs About Equitable Science Teaching (SEBEST) instrument (Ritter, Boone, & Rubba, 2001), pre- and posttest data from 32 preservice elementary teachers who were enrolled in two different science methods courses were analyzed. Findings from this study suggest that community-based service learning significantly influenced preservice elementary teachers' outcome expectancy toward equitable science teaching and learning. (Contains 2 tables.)

Descriptors: Preservice Teachers, Methods Courses, Self Efficacy, Service Learning, Science Teachers, Teacher Effectiveness, Equal Education, Pretests Posttests, Science Instruction, Teaching Methods, Elementary School Science, Program Effectiveness, Student Diversity

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Author: Cone, Neporcha

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4672&id=EJ849714







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