The Science Teaching Efficacy Belief Instruments (STEBI A and B)
A comprehensive review of methods and findings from 25 years of science education research
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Beschreibung
The purpose of this Springer Brief is to provide a comprehensive review of both the STEBI methods and findings through the use of a clearly defined analytic framework. A systematic review of literature yielded 107 STEBI-A research items and 140 STEBI-B research items. The STEBI instruments have been used in a wide range of qualitative, cross sectional, longitudinal and experimental designs. Analysis of the findings of the papers reveals that in-service and pre-service programs that use innovative practices such as cooperative learning, inquiry based investigation and nature of science instruction can produce positive growth in participants’ science teaching efficacy beliefs. The personal science teaching efficacy beliefs of pre-service and in-service teachers showed greater mean scores and higher growth than their outcome expectancies. Implications are discussed.
Represents an unprecedented summary of a 25-year body of literature Acts as a hub for readers to access existing research that suits their needs and interests Builds a compelling argument for rich, complex and student-centered science teacher education programs Includes supplementary material: sn.pub/extras
Autor*in
James Deehan
Themen in »The Science Teaching Efficacy Belief Instruments (STEBI A and B)«
science education science teachers teaching methods nature of science in-service teachers pre-service teachers inquiry based learning cooperative learning learning and instruction