The Impact of a Summer Camp-Based Science Methods Course on Preservice Teachers’ Self-Efficacy in Teaching Science as Inquiry

References

• Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York, NY: Longman.
   Google Scholar
• Baldwin, K. A. (2014). The science teaching self-efficacy of prospective elementary education majors enrolled in introductory geology lab sections. School Science and Mathematics, 114, 206–213. doi:10.1111/ssm.2014.114.issue-5
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147. doi:10.1037/0003-066X.37.2.122
   Web of Science ®Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Bandura, A. (1995). Self-efficacy in changing societies. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
   Google Scholar
• Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94, 577–616. doi:10.1002/sce.v94:4
   Web of Science ®Google Scholar
• Bleicher, R. E. (2004). Revising the STEBI-B: Measuring self-efficacy in preservice elementary teachers. School Science and Mathematics, 104, 383–391. doi:10.1111/j.1949-8594.2004.tb18004.x
   Google Scholar
• Brown, F. (2000). The effect of an inquiry-oriented environmental science course on preservice elementary teachers’ attitudes about science. Journal of Elementary Science Education, 12, 1–6. doi:10.1007/BF03173595
   Google Scholar
• Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14, 177–192. doi:10.1023/A:1025974417256
   Google Scholar
• Chestnut, S. R., & Burley, H. (2015). Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis. Educational Research Review, 15, 1–16. doi:10.1016/j.edurev.2015.02.001
   Web of Science ®Google Scholar
• Clarke, A., Triggs, V., & Nielson, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84, 163–202. doi:10.3102/0034654313499618
   Web of Science ®Google Scholar
• Creswell, J. W. (2014). Mixed methods procedures. In J. W. Creswell (Ed.), Research design: Qualitative, quantitative, and mixed methods approaches (4th ed., pp. 215–240). Thousand Oaks, CA: Sage publications.
   Google Scholar
• Czerniak, C. M., & Shriver, M. (1994). An examination of pre-service science teachers’ beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 5, 77–86. doi:10.1007/BF02614577
   Google Scholar
• Deehan, J. (2017). The science teaching efficacy belief instruments (A and B): A comprehensive review of methods and findings from 25 years of science education research (1st ed.). (Springer Briefs in Education). Switzerland: Springer. doi:10.1007/978-3-319-42465-1
   Google Scholar
• Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-self. Teaching and Teacher Education, 24, 751–766. doi:10.1016/j.tate.2007.02.010
   Web of Science ®Google Scholar
• Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90, 695–706. doi:10.1111/j.1949-8594.1990.tb12048.x
   Google Scholar
• Fazio, X., Melville, W., & Bartley, A. (2010). The problematic nature of the practicum: A key determinant of pre-service teachers’ emerging inquiry-based science practices. Journal of Science Teacher Education, 21, 665–681. doi:10.1007/s10972-010-9209-9
   Google Scholar
• Flores, I. M. (2015). Developing preservice teachers’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal, 27, 1–19.
   Google Scholar
• Fortus, D. (2014). Attending to affect. Journal of Research in Science Teaching, 51, 821–835. doi:10.1002/tea.21155
   Web of Science ®Google Scholar
• Fulp, S. L. (2002). The status of elementary science teaching. Washington, DC: National Academy Press.
   Google Scholar
• Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569. doi:10.1037/0022-0663.76.4.569
   Web of Science ®Google Scholar
• Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627–643. doi:10.3102/00028312031003627
   Web of Science ®Google Scholar
• Howardson, G. N., & Behrend, T. S. (2015). The relative importance of specific self‐efficacy sources in pretraining self‐efficacy beliefs. International Journal of Training and Development, 19, 233–252. doi:10.1111/ijtd.2015.19.issue-4
   Web of Science ®Google Scholar
• Jiang, F., & McComas, W. F. (2015). The effects of inquiry teaching on student science achievement and attitudes: Evidence from propensity score analysis of PISA data. International Journal of Science Education, 37(3), 554–576. doi:10.1080/09500693.2014.1000426
   Web of Science ®Google Scholar
• Kanter, D. E., & Konstantopoulos, S. (2010). The impact of a project‐based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry‐based practices. Science Education, 94(5), 855–887. doi:10.1002/sce.v94:5
   Web of Science ®Google Scholar
• Kuo, Y. R., Tuan, H. L., & Chin, C. C. (2018). The influence of inquiry-based teaching on male and female students’ motivation and engagement. Research in Science Education, 1–24. OnlineFirst. doi:10.1007/s11165-018-9701-3.
   Google Scholar
• Labone, E. (2004). Teacher efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20, 341–359. doi:10.1016/j.tate.2004.02.013
   Web of Science ®Google Scholar
• Leonard, J., Barnes-Johnson, J., Dantley, S. J., & Kimber, C. (2011). Teaching science inquiry in urban contexts: The role of elementary preservice teachers’ beliefs. The Urban Review, 43, 124–150. doi:10.1007/s11256-010-0173-7
   Google Scholar
• Melville, W., Fazio, X., Bartley, A., & Jones, D. (2008). Experience and reflection: Preservice science teachers’ capacity for teaching inquiry. Journal of Science Teacher Education, 19, 477–494. doi:10.1007/s10972-008-9104-9
   Google Scholar
• Menon, D., & Sadler, T. D. (2016). Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge. Journal of Science Teacher Education, 27, 649–673. doi:10.1007/s10972-016-9479-y
   Web of Science ®Google Scholar
• Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47, 474–496. doi:10.1002/tea.v47:4
   Web of Science ®Google Scholar
• Morrisey, J. T. (1981). An analysis of studies on changing the attitude of elementary student teachers toward science and science teaching. Science Education, 65, 157–177.
   Google Scholar
• Moslemi, N., & Mousavi, A. (2019). A psychometric re-examination of the science teaching efficacy and beliefs instrument (STEBI) in a Canadian context. Education Sciences, 9(1), 17. doi:10.3390/educsci9010017
   Web of Science ®Google Scholar
• Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243–261. doi:10.1016/S0742-051X(00)00054-8
   Web of Science ®Google Scholar
• Nam, J., Seung, E., & Go, M. (2013). The effect of a collaborative mentoring program on beginning science teachers’ inquiry-based teaching practice. International Journal of Science Education, 35, 815–836.
   Web of Science ®Google Scholar
• National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
   Google Scholar
• National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
   Google Scholar
• National Research Council (NRC). (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
   Google Scholar
• Newman, W. J., Jr, Abell, S. K., Hubbard, P. D., McDonald, J., Otaala, J., & Martini, M. (2004). Dilemmas of teaching inquiry in elementary science methods. Journal of Science Teacher Education, 15, 257–279. doi:10.1023/B:JSTE.0000048330.07586.d6
   Google Scholar
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
   Google Scholar
• Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36, 337–353. doi:10.1007/s11165-005-9007-0
   Google Scholar
• Posnanski, T. J. (2002). Professional development programs for elementary science teachers: An analysis of teacher self-efficacy beliefs and a professional development model. Journal of Science Teacher Education, 13, 189–220. doi:10.1023/A:1016517100186
   Google Scholar
• Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27, 191–218. doi:10.1080/01443410601066693
   Web of Science ®Google Scholar
• Rice, D. C., & Roychoudhury, A. (2003). Preparing more confident preservice elementary science teachers: One elementary science methods teacher’s self-study. Journal of Science Teacher Education, 14, 97–126. doi:10.1023/A:1023658028085
   Google Scholar
• Roehrig, G. H. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26, 3–24. doi:10.1080/0950069022000070261
   Web of Science ®Google Scholar
• Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12(4), 385–400. doi:10.1016/0742-051X(95)00046-M
   Web of Science ®Google Scholar
• Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158–172. doi:10.1016/j.edurev.2016.07.003
   Web of Science ®Google Scholar
• Schneider, R., Krajcik, J., Marx, R., & Soloway, E. (2002). Performance of students in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 39, 410–422. doi:10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Settlage, J. (2000). Understanding the learning cycle: Influences on abilities to embrace the approach by preservice elementary school teachers. Science Education, 84, 43–50. doi:10.1002/(SICI)1098-237X(200001)84:1<>1.0.CO;2-9
   Web of Science ®Google Scholar
• Seung, E., Park, S., & Jung, J. (2014). Exploring preservice elementary teachers' understanding of the essential features of inquiry-based science teaching using evidence-based reflection. Research in Science Education, 44, 507–529.
   Google Scholar
• Shroyer, G., Riggs, I., & Enochs, L. (2014). Measurement of science teachers’ efficacy beliefs. In R. Evans, J. Luft, C. Czerniak, & C. Pea (Ed.), The role of science teachers’ beliefs in international classrooms (pp. 103–118). Dordrecht, The Netherlands: Sense Publishers.
   Google Scholar
• Skamp, K. (1995). Student teachers’ conceptions of how to recognise a “good” primary science teacher: Does two years in a teacher education program make a difference? Research in Science Education, 25, 359–429. doi:10.1007/BF02357385
   Google Scholar
• Smolleck, L. A., & Mongan, A. M. (2011). Changes in preservice teachers’ self-efficacy: From science methods to student teaching. Journal of Educational and Development Psychology, 1, 133–145. doi:10.5539/jedp.v1n1p133
   Google Scholar
• Smolleck, L. A., & Yoder, E. P. (2008). Further development and validation of the teaching science as inquiry (TSI) instrument. School Science and Mathematics Journal, 108, 291–297. doi:10.1111/ssm.2008.108.issue-7
   Google Scholar
• Smolleck, L. D., Zembal-Saul, C., & Yoder, E. P. (2006). The development and validation of an instrument to measure preservice teachers’ self-efficacy in regards to the teaching of science as inquiry. Journal of Science Teacher Education, 17, 137–163. doi:10.1007/s10972-006-9015-6
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. doi:10.1016/S0742-051X(01)00036-1
   Web of Science ®Google Scholar
• Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. doi:10.3102/00346543068002202
   Web of Science ®Google Scholar
• Von Seeker, C. (2002). Effects of inquiry-based practices on science excellence and equity. The Journal of Educational Research, 95, 151–160. doi:10.1080/00220670209596585
   Web of Science ®Google Scholar
• Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11, 301–321. doi:10.1023/A:1009429131064
   Google Scholar
• Weiss, I. R., Banilower, E. R., McMahon, K. C., & Smith, P. S. (2001). Report of the 2000 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research.
   Google Scholar
• Windschitl, M. (2002). Inquiry projects in science teacher education: What can investigative experience reveal about teacher thinking and eventual classroom practice? Science Teacher Education, 87, 112–143.
   Google Scholar
• Wingfield, M. E., Freeman, L., & Ramsey, J. (2000, April). Science teaching self-efficacy of first year elementary teachers trained in a site-based program. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
   Google Scholar
• Yeung, K. W., & Watkins, D. (2000). Hong Kong student teachers’ personal construction of teaching efficacy. Educational Psychology, 20, 213–235. doi:10.1080/713663713
   Google Scholar