Poster #35 - Increasing Preservice Teachers' Self-Efficacy in Inquiry-Based Science Teaching Through a Camp-Based Methods Course

• In Event: 35.081 - MTCC Poster Session Eight
  In Poster Session: 35.081-3 - Science Teaching and Learning SIG Poster Session

Abstract

This study examined the effect of a science methods course combined with a summer camp on elementary preservice teachers’ self-efficacy in teaching science as inquiry. This course required preservice teachers to teach a two-week science camp for K-7 children in addition to in-class meetings. Data were collected for four years with 55 preservice teachers. The t-test of pre- and post-survey of TSI (Teaching Science as Inquiry) indicates that participants’ self-efficacy in implementing key features of inquiry increased significantly through the course. From the interview data, we identified eight main sources of self-efficacy and compared their relative significance. The findings show that the science teaching methods course in the informal context provides more various self-efficacy sources than a traditional semester-long course.

Authors

• Elsun Seung, Indiana State University

• Soonhye Park, North Carolina State University

• Myung-Ah Lee, Indiana State University