Informal Science Educators Self-Efficacy to Teach Civic Action for the Environment

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Innovative Pathways to Equity and Engagement: Transforming Learning Across Informal Contexts (Table 9)

Abstract

Informal science centers are well positioned to help youth engage in civic action for the environment but need educators who feel confident in their ability to lead these programs. This study investigated the self-efficacy (SE) of informal educators for facilitating civic action projects. Educators (n=79) attended a workshop and their SE was measured using a 16-question pre/post-survey. A non-significant decrease was observed from pre to post. The decrease was likely due to how the educators defined civic engagement as the open-ended questions revealed many were discussing service-learning, a similar but separate construct. Understanding educators’ areas of concern may lead to improved professional development workshops so that youth will be better able to implement lasting change in their communities.

Authors

• Megan Ennes, University of Florida

• Elle Henson, University of Florida

• Emily Cayton, Campbell University