Comparing Science Self-Efficacy of Elementary Preservice Teachers in Different Learning Environments: Face-to-Face Versus Blended

• In Event: Roundtable Session 55
  In Roundtable Session: Self-Efficacy, Beliefs, and Perceptions of Preservice Elementary Teachers

Abstract

Online and blended/hybrid courses are an increasingly important component of college education. Many studies have been conducted looking at outcomes of such courses, but none have focused on self-efficacy of preservice students in a survey science course. Our study compares preservice teachers completing the course in a traditional face-to-face format and blended/hybrid in terms of science teaching self-efficacy. Regardless of delivery mode, students had a similar statistically significant increase in self-efficacy. Qualitatively, students reported similar perceptions (regardless of delivery format) of the field of science and their ability to teach science in the future before and after the course. Results suggest that the blended/hybrid course was as effective as the traditional section.

Authors

• Christine M Knaggs, Lourdes University

• Toni A. Sondergeld, Drexel University