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Abstract
We describe the impact of a hybrid Earth and space science course, taught online and complemented by a 2-hour face-to-face lab, on the science teaching self-efficacy of elementary preservice teachers over a 3-year span. Guided by the two overarching objectives of engaging students in the content and increasing their comfort level with teaching science, we designed and implemented a writing-to-learn assignment on the importance of science teaching (for four semesters) and a lesson plan with demonstration on common children’s misconceptions in Earth and space science (for two semesters). In the last two semesters, the specific assignment was dropped to accommodate increased enrollment. Pre-andpost-STEBI-B (Science Teaching Efficacy Belief Instrument) results show a consistent increase in the students ‘personal science teaching efficacy scores and no change in the students’ science teaching outcome expectancy scores that did not change when the semester-long assignment was dropped. Content learning, as measured using the average scores of four proctored exams and final course grades, was also independent of the type of activity and its presence or absence. These results suggest that a hybrid Earth and space science course is a viable mechanism to improve the personal self-efficacy for science teaching of this cohort of students.
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Notes on contributors
Cinzia Cervato
Cinzia Cervato ([email protected]) is a Morrill Professor in the Department of Geological and Atmospheric Sciences and Charles Kerton ([email protected]) is an associate professor in the Department of Physics and Astronomy, both at Iowa State University in Ames.
Charles Kerton
Cinzia Cervato ([email protected]) is a Morrill Professor in the Department of Geological and Atmospheric Sciences and Charles Kerton ([email protected]) is an associate professor in the Department of Physics and Astronomy, both at Iowa State University in Ames.