Investigating the Relationship Between Self-Efficacy, Science Teaching Beliefs, and Science Teaching Practices in Pre-Service Science Education

Author

• Carolyn Kress, University of Nothern Iowa
• Kiran Willis, University of Nothern Iowa
• Jesse Wilcox, University of Nothern Iowa
• Diva Dodiya, University of Nothern Iowa
• Pranav Kota, Brown University
• Jerrid Kruse, Drake University

Location

John Deere Auditorium, Curris Business Building, University of Nothern Iowa

Presentation Type

Open Access Poster Presentation

Document Type

poster

Abstract

This study explored pre-service secondary science teachers’ self-efficacy, science teaching beliefs, and science teaching practices. We measured self-efficacy (Science Teaching Efficacy Belief Instrument-B), science teaching beliefs (Teacher Belief Instrument), and effectiveness (Local Systemic Classroom Change Observation Protocol) three times throughout the semester. Overall, there was a significant increase in self-efficacy, science teaching beliefs, and effectiveness between measures one and three. However, three different trends were observed when looking at participants in smaller groups: the Dunning-Kruger effect, consistent growth, and the false consensus effect.

Start Date

26-7-2024 11:00 AM

End Date

26-7-2024 1:30 PM

Event Host

Summer Undergraduate Research Program, University of Northern Iowa

Faculty Advisor

Jesse Wilcox

Department

Department of Biology

Copyright

©2024 Carolyn Kress, Kiran Willis, Jesse Wilcox, Pranav Kota, Jerrid Kruse, Diva Dodiya

File Format

application/pdf

Recommended Citation

Kress, Carolyn; Willis, Kiran; Wilcox, Jesse; Dodiya, Diva; Kota, Pranav; and Kruse, Jerrid, "Investigating the Relationship Between Self-Efficacy, Science Teaching Beliefs, and Science Teaching Practices in Pre-Service Science Education" (2024). Summer Undergraduate Research Program (SURP) Symposium. 3.
https://scholarworks.uni.edu/surp/2024/all/3