Changes In Preservice Elementary Teachers' Science Teaching Self-Efficacy Beliefs

Abstract

The purpose of this study was to investigate the effect of the inquiry-based science methods course on preservice elementary teachers’ self-efficacy beliefs about science teaching. Eighty-six preservice elementary education majors enrolled in the elementary science methods course participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument- Form B (STEBI-B), a participant information form, and semi-structured interviews. Findings from the quantitative data revealed that there was significant difference between pre-test and post-test scores on both the Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE), which are two subscales of STEBI-B. The qualitative findings of the study were utilized to further clarify the quantitative results. Overall, findings from the study indicated a positive relationship between participating in the elementary science methods course and changes in science teaching self- efficacy beliefs.