Assessing Preservice Teachers' Beliefs about the Teaching and Learning of Mathematics and Science

With increased study of teachers' beliefs about science and mathematics teaching in recent years, there is a need for instruments that assess beliefs in both content areas. Moreover, early field experiences in schools and professional development efforts may influence the beliefs that preservice and in‐service teachers develop, and instruments for this purpose are limited. This article describes the development and validation of the Confidence, Commitment, Collaboration, and Student thinking in Mathematics and Science (CCCSMS) beliefs scales, a set of 10 six‐item scales. Collectively, these scales measure teachers' self‐confidence in doing and teaching science and mathematics, confidence in understanding children's thinking and building models of that thinking, commitment to teaching science and mathematics from a standards‐based perspective, and commitment to collaborating with peers. The scales represent an efficient and effective way of assessing beliefs of large groups. Although this article focuses predominantly on development of the scales, results from initial use indicate that there are positive correlations between beliefs related to mathematics and beliefs related to science, but the correlations are low enough to show that many teachers think differently about the two subjects.     

Non‐Traditional Preservice Teachers and Their Mathematics Efficacy Beliefs

In Florida, recent legislative changes have granted community colleges the ability to offer baccalaureate degrees in education, frequently to non‐traditional students. Based on information obtained from the literature covering preservice teachers' math knowledge, teachers' efficacy beliefs about math, and high‐stakes mathematics testing, a study examined a population of preservice teachers in a new Florida teacher preparation program. The research investigated relationships surrounding non‐traditional preservice teachers' characteristics such as: ages, high‐stakes math failures, lower division mathematics history, and math methods course performance, in relation to their efficacy beliefs about mathematics. Results revealed that preservice teachers' ages, lower division mathematics history, and math methods course performance, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI); the variable of high‐stakes math failures did not. Additionally, a multiple regression model including the aforementioned variables did predict preservice teachers' MTEBI scores, but did not generalize to the greater population. The findings from this study can assist new teacher preparation programs in isolating variables that identify preservice teachers who are at risk for poor mathematical attitudes; can posit avenues for fostering positive math beliefs in preservice teachers; and can recommend further research in this area.     

An Extended Examination of Preservice Elementary Teachers' Science Teaching Self‐Efficacy

The purpose of this study was to examine programmatic factors that positively impact changes in elementary preservice teachers' teaching self‐efficacy beliefs. Specifically, it examined the impact of science methods courses, student teaching, and science content courses on elementary preservice teachers' science teaching self‐efficacy. The Science Teaching Efficacy Belief Instrument Form B was administered, using a pre/post design, to undergraduate elementary education majors in specific education and science content courses. A total of 399 responses were collected, of which 172 had matching pre/post surveys suitable for analysis. Students in the science content courses and student teaching seminar showed no significant change in either the Personal Science Teaching Efficacy (PSTE) or the Science Teaching Outcome Expectancy scales during the time they were enrolled in the classes. Significant gains in PSTE were found for students enrolled in the science methods course. The specific design of the education program and methods course may be responsible for these changes.     

Linking Preservice Teachers' Mathematics Self‐Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

This study examined preservice teachers' mathematics self‐efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self‐Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and the Illinois Certification Testing System (ICTS) Basic Skills Test. The results indicate that preservice teachers' mathematics self‐efficacy is positively correlated to their personal mathematics teaching efficacy. In addition, their mathematical performance is related to their mathematics self‐efficacy and mathematics teaching efficacy. In regard to affecting student outcomes, only those preservice teachers who are very confident in their ability to teach believe they can have an effect on their students. Implications on teacher education programs are discussed.     

Preservice Teachers' Beliefs and Attitude About Teaching and Learning Mathematics Through Music: An Intervention Study

This article presents exploratory research investigating the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music. Thirty students were randomly selected from 64 preservice teachers in a southern university. A 90‐minute mathematics lesson integrated with a music composition activity was taught by the first author. Pre‐ and postquestionnaires were provided to evaluate the change in preservice teachers' attitude and beliefs toward mathematics. The results demonstrated that the mathematics lesson integrated with music had a positive effect on preservice teachers' attitude and beliefs toward mathematics teaching and learning.     

Changes in Preservice Teachers' Attitudes and Beliefs: The Net Impact of Two Mathematics Education Units and Intervening Experiences

Preservice teachers in a bachelor of education (Primary and ECE) program were surveyed about their beliefs and attitudes toward mathematics and its teaching and learning, at the beginning of their first mathematics curriculum unit and again at the end of their second mathematics education unit, approximately 18 months later. Significant differences were found for several items. However, in comparison to previously noted changes in the beliefs of similar cohorts from the beginning to end of a single unit, the changes were relatively small. Aspects of the course that students considered valuable and which may have contributed to the changes are also reported.     

A Comparison of Preservice Elementary Teachers' Beliefs About Mathematics and Teaching Mathematics: 1968 and 1998

The study replicates Collier's (1972) work. It focuses on the beliefs of a large sample of elementary education students at four stages of teacher preparation, about both the nature of and the teaching of mathematics. The instrument measures what Collier termed a “formal‐informal” dimension of belief. The data suggest that initially the 1998 students held significantly more informal (constructivist) beliefs than did their 1968 counterparts. In both years, students moved toward more informal beliefs during the course of their programs, with the most significant changes occurring in their beliefs about how mathematics should be taught. However, apparent contradictions in belief structures were observed both at the start and at the end of their programs. Thus, it appears that though many students acquired new, more informal beliefs during the course of their programs, they did not develop robust, consistent philosophies of mathematics education.     

Web‐Based Instruction on Preservice Teachers' Knowledge of Fraction Operations

This study determines whether web‐based instruction (WBI) represents an improved method for helping preservice teachers learn procedural and conceptual knowledge of fractions.. The purpose was to compare the effectiveness of web‐based instruction (WBI) with the traditional lecture in mathematics content and methods for the elementary school course. The results of this study suggest that the use of WBI in learning fractions is more effective. When compared with the traditional instruction, the WBI treatment results were significantly more effective for procedural and conceptual knowledge of fraction operations.     

A Longitudinal Study of Elementary Pre‐service Teachers' Mathematics Beliefs and Content Knowledge

This study investigated the mathematics beliefs and content knowledge of 103 elementary pre‐service teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Pre‐service teachers' pedagogical beliefs became more cognitively‐oriented during the teacher preparation program with these changes occurring during the two methods courses. Pedagogical beliefs remained stable during student teaching. The pre‐service teachers also significantly increased their personal efficacy for teaching mathematics throughout the program with these shifts occurring across both methods courses and into student teaching. Pedagogical beliefs and teaching efficacy beliefs were not related at the beginning of the program, but, in general, were positively related throughout the program. In addition, the pre‐service teachers' pedagogical beliefs were positively related to their specialized content knowledge for teaching mathematics at the end of the program.     

Assessing the Impact of a Research‐Based STEM Program on STEM Majors' Attitudes and Beliefs

The Science, Engineering, and Technology Gateway of Ohio (SETGO) program has a three‐pronged approach to meeting the needs at different levels of students in the science, technology, engineering, and mathematics (STEM) pipeline. The SETGO program was an extensive collaboration between a two‐year community college and a nearby four‐year institution. Two of these approaches, the STEM Summer Research Program and Owens Ready Bridge, have been found to be effective in significantly increasing participants' beliefs and attitudes for both males and females. Participants cite integrative learning activities, mentoring, and small group interactions as some reasons for their growth. This study utilized a mixed‐method approach to better understand the reasons for participant and program success. After five years of evaluation of the SETGO program, findings suggest that students feel more confident not only in their preparation for the rigors of a STEM degree, but also in their decisions to complete the degree.     

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes Toward Science: The Effect of a Primary Teacher Education Program

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student teachers' attitudes toward science. Data were collected by administering the “Science Teaching Efficacy Beliefs Instrument” and “Attitudes toward Science Scale” to 282 preservice primary teachers (147 freshmen, 135 seniors). Statistical techniques such as means and t‐test were used to analyze the data. Results of the study showed that the primary teacher education program has a medium positive effect on science teaching efficacy beliefs of the primary preservice teachers (t = 4.791, p = .000) and that there were no gender differences in terms of efficacy beliefs. Results also indicated that preservice primary teachers' attitudes toward science were moderately positive and differ by class level. Fourth‐year preservice teachers' attitudes toward science were found to be significantly more positive than the first years (t = 5.494, p = .000). There were no gender differences in attitudes toward science.     

Revisiting the STEBI‐B: Measuring Self‐Efficacy in Preservice Elementary Teachers

The Science Teaching Efficacy Belief Instrument‐Preservice (STEBI‐B) has been used in many studies to measure science teaching self‐efficacy and outcome expectancy in preservice elementary teachers. Since its development in 1990, there have been no studies that have re‐examined its internal validity and reliability. The purpose of this study was to do so. Two hundred ninety preservice elementary teachers participated in this study. The STEBI‐B was administered at the beginning of science methods courses. A factor analysis established that the two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE), on the STEBI‐B were homogeneous, and loadings were comparable to those reported by Enochs and Riggs (1990) . Two items on the STOE were found to exhibit cross‐loading on the factor analysis, as well as low item‐total correlations. These two items were modified and the revised instrument administered to 86 new participants. Both revised items loaded more clearly on the STOE subscale, and item‐total correlations were stronger. Comparison of means analyses showed that gender, number of science courses taken, and school science experiences had significant associations with PSTE. The STEBI‐B continues to be employed in hundreds of studies to measure science teaching self‐efficacy. It is important to continue to monitor its reliability and validity, as well as check on associations with various background variables. The modified STEBI‐B is included in an appendix with this article.     

The Role of Field Experience in Elementary Preservice Teachers' Self‐Efficacy and Ability to Connect Research to Practice

Though the importance of including practicum experiences in programs for the preparation of elementary preservice teachers is generally accepted, the nature of these experiences on the development of skills in teaching science can vary greatly. This study compares the effect of variations in field experiences at two institutions, one which included a practicum that was not connected to the science methods course and instructor and the other where the practicum was concurrent with and taught by the methods instructor. Interview data and results of the STEBI‐B were collected across four years, with a total n = 129. The concurrent, embedded practicum yielded consistent increases in self‐efficacy across the semesters. Also after the embedded practicum, preservice teachers showed greater understanding in research‐based science teaching practices.     

Next Generation Science Standards: A National Mixed‐Methods Study on Teacher Readiness

Next Generation Science Standards (NGSS) science and engineering practices are ways of eliciting the reasoning and applying foundational ideas in science. As research has revealed barriers to states and schools adopting the NGSS, this mixed‐methods study attempts to identify characteristics of professional development (PD) that will support NGSS adoption and to improve teacher readiness. In‐service science teachers from across the nation were targeted for the survey and responses represented 38 states. Research questions included: How motivated and prepared are in‐service 7–12 teachers to use NGSS science and engineering practices? What is the profile of 7–12 in‐service teachers who are motivated and feel prepared to use NGSS science and engineering practices? The study revealed that teachers identified engineering most frequently as a PD need to improve their NGSS readiness. High school teachers rated themselves as more prepared than middle school and all teachers who use Modeling Instruction expressed higher NGSS readiness. These findings and their specificity contribute to current knowledge, and can be utilized by districts in selecting PD to support teachers in preparing to implement the NGSS successfully.     

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self‐Efficacy for Science and Science Teaching

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed‐methods study, we report the impacts of an inquiry‐based science course on preservice elementary teachers' self‐efficacy for science and science teaching, understanding of science, and willingness to teach it in their future careers. Our findings suggest that for some students, the inquiry‐based science course positively influenced their self‐efficacy for science and science teaching. Gains were made in a majority of students' conceptual understanding of science, understanding of the science process and scientific research, and confidence with science and science teaching. The subjects did not experience the course uniformly, however. Rather, there appeared to be two distinct groups, one on a trajectory of improving their outlook on science teaching and one worsening. The results presented here therefore provoke some interesting questions regarding preservice elementary teachers' preparation for science teaching.     

The Role of Teachers' Beliefs and Knowledge in the Adoption of a Reform‐Based Curriculum

Science as inquiry is a key content standard in the National Science Education Standards; however, few secondary science teachers successfully and consistently implement inquiry‐based instruction in their classrooms. This research examines the role of reform‐based curricular materials in influencing the classroom practices of 12 high school chemistry teachers and investigates the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations. The teachers' classroom practices were measured prior to and during the field test of the reform‐based chemistry curriculum. Analysis of the data revealed that teachers' classroom practice became more reform‐based in the presence of the new curriculum; however, the degree of change is related to the teachers' beliefs about teaching and learning, depth of chemistry knowledge, and years of teaching experience. Experienced, out‐of‐discipline teachers with transitional or student‐centered teaching beliefs demonstrated the most growth in reform‐based teaching practices. This study reinforces the need for reform‐based curriculum to assist teachers in implementing the intent of the National Science Education Standards.     

Community‐Based Service‐Learning as a Source of Personal Self‐Efficacy: Preparing Preservice Elementary Teachers to Teach Science for Diversity

Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self‐efficacy. The purpose of this study was to investigate the effects of community‐based service learning (CBSL) experiences on preservice elementary teachers' personal self‐efficacy beliefs about equitable science teaching and learning. Data were collected using pretests‐posttests and post‐questionnaires with the study sample. Findings from this study support Bandura's assertion. CBSL experiences were an important source of personal self‐efficacy and significantly influenced preservice elementary teachers' personal self‐efficacy beliefs about equitable science teaching and learning.     

Fundamental Fraction Knowledge of Preservice Elementary Teachers: A Cross‐National Study in the United States and Taiwan

The purpose of this paper is to show the similarities as well as the differences of fundamental fraction knowledge owned by preservice elementary teachers from the United States (N= 89) and Taiwan (N= 85). To this end, we examined and compared their performance on an instrument including 15 multiple‐choice test items. The items were categorized into four different types of fundamental fraction constructs, including part–whole relationship, quotient, equivalence, and meanings of operations. Each item was embedded in the area, linear, or set model except for the items constructed out of the meaning of operations. Several items were featured with a pictorial illustration. Quantitative analysis showed that U.S. preservice teachers were significantly outperformed by their Taiwanese counterparts overall. The difference between the two groups was statistically significant on 12 of 15 items. Findings suggest that preservice elementary teachers from both countries need to be better prepared in their understanding of the meaning of fraction multiplication or division operations. Findings also suggest that U.S. preservice elementary teachers need to be more knowledgeable in dealing with fraction problems embedded in a linear model. Further research is suggested to study the issues raised from the findings.     

Science as a Learner and as a Teacher: Measuring Science Self‐Efficacy of Elementary Preservice Teachers

Academic science achievement of U.S. students has raised concerns regarding our ability as a nation to compete in a global economy. Additionally, research has shown that many elementary teachers have weak science content backgrounds and had poor/negative experiences as students of science, resulting in a lack of confidence regarding teaching science. However, efforts to increase science self‐efficacy (SE) in preservice teachers can help to combat these issues. This study looked at a sample of preservice elementary teachers engaged in a semester‐long science content course, using Bandura's concept of SE as a conceptual framework. Our quantitative data showed significant increases in science SE on both subscales (personal efficacy and outcome expectancy). Our qualitative data showed that students communicated an increased sense of confidence with regard to the discipline of science. In addition, students reported learning science pedagogy through the instructor's modeling. Combining our findings resulted in several meta‐inferences, one of which showed students growing as both confident learners of science and teachers of science simultaneously. We created a construct new to the literature to describe this phenomenon: “teacher‐learner,” for students are both learning science and learning to teach science simultaneously through the content course experience, resulting in increased science SE.