Abstract
The study aim was to determine whether participation in an experiential learning activity had an impact on preservice teachers' science teaching self-efficacy. Four preservice middle level mathematics and science teachers attending a small, private, four-year liberal arts, historically black college or university participated in the study. They attended a one-week STEM institute facilitated by subject matter experts to investigate and practice STEM pedagogical strategies. We used a mixed-methods design incorporating quantitative (pre-post survey comparisons) and qualitative data (reflection essays and a focus group) to examine the impact of participating in an experiential learning activity on preservice teachers' preparation to teach STEM based lessons. Pre-post survey results, reflection essays, and focus group themes provide strong support for positive changes in preservice teachers' self-efficacy and perception of teaching science.
Recommended Citation
McClary, Michiko; Proctor-Walden, Hershell N.; and Chaplin, Nathan III
(2019)
"Science Teaching Self-Efficacy: Experiential Learning for Middle Level Preservice Teachers,"
Teacher Education Journal of South Carolina: Vol. 13:
No.
1, Article 9.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol13/iss1/9