Summer Science Professional Development Workshops and Science Teacher Self-Efficacy
I. Low science teacher self-efficacy and lack of understanding of inquiry, the nature of science, and concept development in lesson design may contribute to lowered student achievement and less effective teaching
II. Relevant components of effective science teaching that may be increased through effective professional development workshops
a. High science teacher self-efficacy
b. Understanding of the nature of science
c. Understanding of the nature of inquiry
d. Effective concept development through proper lesson design
e. More use of inquiry-based components in the classroom
III. Methods of remediation in summer science workshops
a. Participation in generating and carrying out Learning Cycles
b. Authentic scientific research projects with an expert mentor
c. Presentations on effectiveness and types of Learning Cycles
IV. Instruments to be administered to evaluate effectiveness of workshops
a. Demographic Information Survey
b. Qualitative Inquiry Component
c. Qualitative Lesson Design and Concept Development
d. Nature of Science Scale (NOSS)
e. Science Teacher Efficacy Belief Instrument (STEBI-B)
f. Understanding the Learning Cycle (ULC)
g. Summative Participant Survey (SPS)
V. Discussion
Annotated Reference List:
Chun, S., & Oliver, J. (2000). A Quantitative Examination of Teacher Self-Efficacy and Knowledge of the Nature of Science. 2000 Annual Meeting of the Association for the Education of Teachers in Science. This study indicated that teacher self-efficacy and beliefs about the nature of science are not easily changed, but increases in both were shown over the course of this three year study.
Enochs, L., & Riggs, I. (1990). Further Development of an Elementary Science Teaching Efficacy Belief Instrument: A Preservice Elementary Scale. School Science and Mathematics, 90, 694-706. This paper showed the STEBI-B to be a valid and reliable instrument for determining science teachers’ self-efficacy, and compared the self-efficacy level of scientists, science teachers, and philosophers.
Jarvis, T., & Pell, A. (2004). Primary teachers’ changing attitudes and cognition during a two-year in-service programme and their effect on pupils. International Journal of Science Education, 26, 1787-1811. This two year study demonstrated increases in the science teachers’ confidence, self-efficacy, attitudes to managing science in the classroom and understanding of science when participating in the workshops.
Kimble, L. L., Yager, R. E., & Yager, S. O. (2006). Success of a Professional-Development Model in Assisting Teachers to Change Their Teaching to Match the More Emphasis Conditions Urged in the National Science Education Standards. Journal of Science Teacher Education, 17, 1007-1021. This paper showed how science teachers’ use of constructivist strategies increased in the classroom after in-service training, and a corresponding rise in student achievement.
Raudenbush, S. W., Rowan, B., & Cheong, Y. F., (1992). Contextual Effects on the Self-perceived Efficacy of High School Teachers. Sociology of Education, 65, 150-167. This study showed how self-efficacy can vary from teacher to teacher, and how it can be related to the level of students being taught, amount of control over key working conditions, and working in highly collaborative environments.
