Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study

Ward, Gillian; Dixon, Helen; Withy, Helen

doi:10.14221/ajte.2020v45n9.5

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…Learner's respondent, expectations driving performance. The outcome expectations significantly motivate them to perform well in science courses, focus on a positive attitude, and be motivated to continue learning about science in real life (Ward et al, 2020). Science role in life and significance in daily life indicate that the respondents recognize the importance of science in various everyday activities.…”

Section: Outcome Expectationsmentioning

confidence: 99%

A thematic analysis on understanding the mastery of knowledge sharing and outcome expectations on student academic performance in science at Junior High School Level

Marinel Ramilo Gara

2023

World J. Adv. Res. Rev.

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Learning Science, Knowledge Sharing, Outcome Expectations, and Academic Performance. Participants predominantly express a favorable stance towards learning science, which is enjoyable and challenging, though they face hurdles such as language barriers and stress. Underlining the need for supportive learning conditions, the study reveals that knowledge sharing, driven by intrinsic motivation, aids in addressing gaps and enhances academic performance. Anticipations in science education significantly influence students' motivation and academic success, as seen through the value placed on control, focus, and the functional role of science in daily life. Improved academic performance, attributed to overcoming challenges, motivation, and a positive shift in attitude, underscores the significance of collaborative learning and individualized approaches. These findings emphasize the intricate interplay among positive attitudes, knowledge sharing, expectations, and academic achievement in shaping students' experiences in science education. Teachers and educational institutions can leverage these insights to refine teaching methods and create inclusive environments that foster student success in science education while addressing obstacles like language barriers and stress.

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Section: Outcome Expectationsmentioning

confidence: 99%

A thematic analysis on understanding the mastery of knowledge sharing and outcome expectations on student academic performance in science at Junior High School Level

Marinel Ramilo Gara

2023

World J. Adv. Res. Rev.

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Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities

Hammack,

Yeter,

Pavlovich

et al. 2024

IJ STEM Ed

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Background Teacher efficacy is one of the most influential components for effective instruction, highlighting the importance of providing preservice teachers (PSTs) with opportunities to learn how to teach engineering during their college preparatory coursework. Making space for engineering instruction within science methods coursework could provide opportunities for PSTs to enhance their engineering teaching efficacy but also requires course instructors to give up some time previously devoted to science-focused instruction. The purpose of the current study was to explore how infusing engineering learning opportunities into a science methods course impacts PSTs’ engineering and science teaching efficacy and outcome expectancy. Results Pre/post-surveys were completed by PSTs enrolled in a Kindergarten-8th grade science methods course offered in four modalities (i.e., face-to-face, hybrid, online, rapid shift online). The course offered multiple engineering-focused learning activities and vicarious experiences. PSTs’ science teaching efficacy beliefs, engineering teaching efficacy beliefs, science teaching outcome expectancy, and engineering teaching outcome expectancy all significantly increased from pre- to post-test. There was no significant difference between efficacy gains based on course modality. The purposeful inclusion of multiple engineering activities and vicarious experiences allows for significant gains in science and engineering teaching efficacy and outcome expectancy regardless of the modality in which the course is taken. Conclusions This study shows that having varied efficacy source experiences while learning engineering design can result in increased efficacy, even in the absence of field experience and face-to-face coursework, and that the inclusion of these engineering experiences with science methods coursework does not detract from enhancing science teaching efficacy beliefs and outcome expectancy. Further research is needed to more closely examine individual components of science methods courses and the impacts each component has when implemented using different course modalities.

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Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study

Cited by 2 publications

References 27 publications

A thematic analysis on understanding the mastery of knowledge sharing and outcome expectations on student academic performance in science at Junior High School Level

A thematic analysis on understanding the mastery of knowledge sharing and outcome expectations on student academic performance in science at Junior High School Level

Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities

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