Abstract
This study was conducted to investigate eighth-grade science teachers’ self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of LEGO ® robotics, a new technology for these teachers. Teachers’ responded to structured journaling activities designed to collect information about their self-efficacy for teaching with the curriculum and, later, to a survey designed to probe their self-efficacy for enacting specific elements of the curriculum. Participants reported high confidence levels throughout the study but expressed some concerns related to their local contexts.
| Original language | American English |
|---|---|
| Journal | Contemporary Issues in Technology and Teacher Education (CITE) Journal |
| Volume | 16 |
| State | Published - Dec 1 2016 |
Keywords
- Problem-based science curriculum
- Science curriculum
- Self-efficacy
- Teacher education
- Teacher self-efficacy
DC Disciplines
- Educational Administration and Supervision
- Educational Assessment, Evaluation, and Research
- Educational Leadership