Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum 1

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 1

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

Leadership, Technology & Human Development

Research output: Contribution to conference › Presentation

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
State	Published - Mar 2014
Event	The Annual Meeting of the Society for Information Technology & Teacher Education International Conference (SITE) - Duration: Mar 1 2014 → …

Conference

Conference	The Annual Meeting of the Society for Information Technology & Teacher Education International Conference (SITE)
Period	03/1/14 → …

Disciplines

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

Keywords

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

Cite this

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title = "Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum 1",

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.",

keywords = "Eighth grade teachers, LEGO robotics, Problem-based science curriculum, Science teachers, Self-efficacy",

author = "Hodges, {Charles B.} and Alicia Meng and Mike Ryan and Marion Usselman and Beth Kostka and Jessica Gale and Anna Newsome",

note = "Charles B. Hodges, Alicia Meng, Mike Ryan, Marion Usselman, Beth Kostka, Jessica Gale, and Anna Newsome. {"}Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum{"} The Annual Meeting of the Society for Information Technology & Teacher Education International Conference (SITE). Jacksonville, FL. Mar. 2014. source:http://www.editlib.org/p/48887/; The Annual Meeting of the Society for Information Technology & Teacher Education International Conference (SITE) ; Conference date: 01-03-2014",

year = "2014",

month = mar,

language = "American English",

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TY - CONF

T1 - Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum 1

AU - Hodges, Charles B.

AU - Meng, Alicia

AU - Ryan, Mike

AU - Usselman, Marion

AU - Kostka, Beth

AU - Gale, Jessica

AU - Newsome, Anna

N1 - Charles B. Hodges, Alicia Meng, Mike Ryan, Marion Usselman, Beth Kostka, Jessica Gale, and Anna Newsome. "Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum" The Annual Meeting of the Society for Information Technology & Teacher Education International Conference (SITE). Jacksonville, FL. Mar. 2014. source:http://www.editlib.org/p/48887/

PY - 2014/3

Y1 - 2014/3

N2 - 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.

AB - 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.

KW - Eighth grade teachers

KW - LEGO robotics

KW - Problem-based science curriculum

KW - Science teachers

KW - Self-efficacy

UR - http://academicexperts.org/conf/site/2014/papers/41116/

M3 - Presentation

T2 - The Annual Meeting of the Society for Information Technology & Teacher Education International Conference (SITE)

Y2 - 1 March 2014

ER -

Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum 1

Abstract

Conference

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