Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum

Charles B. Hodges; Alicia Meng; Mike Ryan; Marion Usselman; Beth Kostka; Jessica Gale; Anna Newsome

Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum

Charles B. Hodges, Alicia Meng, Mike Ryan, Marion Usselman, Beth Kostka, Jessica Gale, Anna Newsome

Leadership, Technology, & Human Development

Research output: Contribution to book or proceeding › Chapter

Abstract

This study was conducted to investigate eighth grade science teachers’ self-efficacy for implementing a new, problem-based science curriculum. The curriculum included applications of LEGO robotics. Data sources included teachers’ responses to structured journaling activities during an 8-week implementation period, and teachers’ responses to a survey designed to probe participants’ self-efficacy for enacting specific elements of the curriculum. Participants had high confidence levels throughout the study, but expressed some concerns related to their local contexts. A description of how the survey was designed to align with elements of the curriculum also will be provided.

Original language	American English
Title of host publication	Proceedings of Society for Information Technology & Teacher Education International Conference 2014
State	Published - Jan 1 2014

Keywords

Eighth grade teachers
LEGO robotics
Problem-based science curriculum
Science teachers
Self-efficacy

DC Disciplines

Education
Educational Administration and Supervision
Educational Assessment, Evaluation, and Research
Educational Leadership

Cite this

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title = "Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum",

abstract = " This study was conducted to investigate eighth grade science teachers{\textquoteright} self-efficacy for implementing a new, problem-based science curriculum. The curriculum included applications of LEGO robotics. Data sources included teachers{\textquoteright} responses to structured journaling activities during an 8-week implementation period, and teachers{\textquoteright} responses to a survey designed to probe participants{\textquoteright} self-efficacy for enacting specific elements of the curriculum. Participants had high confidence levels throughout the study, but expressed some concerns related to their local contexts. A description of how the survey was designed to align with elements of the curriculum also will be provided.",

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AU - Meng, Alicia

AU - Ryan, Mike

AU - Usselman, Marion

AU - Kostka, Beth

AU - Gale, Jessica

AU - Newsome, Anna

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KW - Problem-based science curriculum

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M3 - Chapter

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Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum

Abstract

Keywords

DC Disciplines

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