Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment

Abstract

This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments were made at two points. First, the participants were assessed by using a post-then-pre assessment with a second follow-up assessment after nine months of implementing the new curriculum. Demographic characteristics are presented to provide insight into the participants. The teachers experienced gains during the institute on both their personal science teaching efficacy and their science teaching outcome expectancy. However, after nine months of using the curriculum, their efficacy remained high while their outcome expectancy returned to the same levels held before attending the professional development. It appears the CASE Institute had a lasting impact on the participants' personal efficacy, but not their outcome expectancy beliefs. Recommendations are made for future research.

Identifying Challenges Pre-service Teachers Encountered When Teaching Curriculum for Agricultural Science Education (CASE) Coursework during Student Teaching

“…Moreover, as pushes for the contextual teaching of academic content through SBAE coursework have occurred in recent decades, SBAE teachers have been expected to respond appropriately and proactively (McKim, Sorensen, & Velez, 2016). As noted by Ulmer et al (2013), school administrators appear to hold value toward contextually teaching academic content through SBAE coursework. Thompson and Warnick (2007) noted secondary science teachers tend to value SBAE curricula as a source for contextually teaching science-based content.…”

The Infusion of Inquiry-based Learning into School-Based Agricultural Education: A Review of Literature

“…Each component is vital to the comprehensive SBAE program and thus could accommodate inquiry-based teaching (Roberts, 2006;Rogers, 1969). Moving further into the model, positive student and teacher perceptions and performances when utilizing academicallyenhanced, inquiry-based curricula are vital to the sustainability of such an approach; both populations seemed to indicate positive reception with the use of such an approach (Conroy & Walker, 2000;Thoron & Burleson, 2014;Ulmer et al, 2013). As a result, it would stand to reason that the continued use of inquiry-based instruction would only result if such a strategy and its aligned efforts are effective.…”

“…The use of this instructional strategy also addressed Priority 5's description of the need for more "Efficient and Effective Agricultural Education Programs" (Doerfert, 2011). Based upon previous research (Thoron & Burleson, Thoron & Myers, 2011;Ulmer et al, 2013), inquiry-based learning has helped to positively influence student achievement and perceptions of the utility of the modern SBAE program. As a result, the use of this valuable teaching method appears to pay dividends toward the rigor, relevance, and utility of SBAE.…”

“…Additionally, consistent professional development is paramount to the long-term sustainability of this educational resource and method, as expressed by CASE (2013). In regard to teacher efficacy, Ulmer et al (2013) found that agriculture teachers who underwent CASE curriculum training "experienced gains during the institute on both their personal science teaching efficacy and their science teaching outcome efficacy" (p. 121). It was interesting to note that "after nine months… the CASE Institute had a lasting impact on the participants' personal efficacy, but not their outcome expectancy beliefs."…”

“…In regard to inquiry-based learning through CASE, it was interesting to note that Ulmer et al (2013) illustrated that many CASE Institute attendees were present due to administrator requests. Perhaps this is indicative of administrators' perceptions of the value of agricultural education as a context for improving student achievement (Ulmer et al, 2013). As Paulsen and Martin (2013) indicated, administrator perceptions can hold ramifications for SBAE programs, particularly in terms of the value and activities of programs.…”