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The one-sample dependent t-tests were separately used in the pre- and post- survey scores for each course to investigate whether there were significant differences between the pre-test and post-test data for the following dependant variables: Personal Science Teaching Efficacy (PSTE) and the Science Teaching Outcome Expectancy(STOE).
Analysis of surveys from 'science teaching method course' indicated a significant difference at (.05) in pre/post shifts on PSTE or STOE scores for the teaching method course.
For 'practicum teaching courses' there was no significant difference at (.05) in pre/post shifts on PSTE or STOE scores.
No group, except the science method course, demonstrated significantly higher scores on the outcome expectancy portion (STOE) of the post surveys.
Based on Bandura's work on self-efficacy, Riggs and Enochs (Riggs, 1991) have proposed two factors, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), as a result of a study into preservice teacher self-efficacy beliefs, attitudes, and behaviors in the domain specific area of science.
STEBI-B is comprised of two subscales, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE).
Mean scores on STEBI-B for Science Teaching Outcome Expectancy (STOE) changed from 36.14 (range 29-48) to 33.93 (range 26-48), a decrease of 2.21.
Competent teaching practice requires an integration of this knowledge (Shulman, 1987); therefore, it could be predicted that the sum of the student teachers' experiences during the student teaching semester would impact more on outcome beliefs (STOE) than on personal self-efficacy (PSTE).
Preservice elementary teachers' responses to STEBI-B indicate generally moderate levels of PSTE (M=45.22; SD=13.42) and STOE (M=36.34; SD=10.30).
The contributions of science achievement and attitude towards science teaching to preservice elementary teachers' PSTE and STOE were determined by using two separate Multiple Regression Correlation Analyses.
In this study, preservice elementary teachers hold positive efficacy beliefs regarding science teaching on PSTE and STOE. It means that they believe in their ability to teach science and their power to overcome the negative effects of non-school factors result in positive student learning outcomes.
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