Mathematics Anxiety and Preservice Elementary Teachers' Confidence to Teach Mathematics and Science

Sixty‐five preservice elementary teachers' math anxiety levels and confidence levels to teach elementary mathematics and science were measured. The confidence scores of subjects in different math anxiety groups were compared and the relationships between their math anxiety levels and confidence levels to teach mathematics and science were investigated. The results suggest that low math anxious preservice teachers are more confident to teach elementary mathematics and science than are their peers having higher levels of math anxiety. Negative correlations were found between preservice teachers' math anxiety and their confidence scores to teach elementary mathematics (r = ?.638) and between preservice teachers' math anxiety and their confidence scores to teach elementary science (r = ‐.417). Also, personal math and science teaching self‐efficacy scores of participants were found to be correlated at .01 level (r =.549).     

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.     

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.     

Preparation for Practice: Elementary Preservice Teachers Learning and Using Scientific Classroom Discourse Community Instructional Strategies

Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links to schools and science education reform. However, they often lack a strong background in science, knowledge of effective science teaching strategies, and consequently have low confidence and self‐efficacy. This investigation explored the initial learning of elementary PSTs using an interdisciplinary model of a scientific classroom discourse community during a science methods course. Findings post‐methods course suggested that the PSTs gained confidence in how to teach inquiry‐based elementary science and recognized inquiry‐based science as an effective means for engaging student learning. Additionally, PSTs embraced the interdisciplinary model as one that benefits students' learning and effectively uses limited time in a school day.     

Efficacy for Teaching Elementary Science and Mathematics Compared to Other Content

The study was conducted to examine preservice, elementary teachers' efficacy for teaching science and mathematics as compared with other elementary content. The instrument assessed efficacy for teaching (EFT) five elementary content areas: science, mathematics, reading, classroom management, and general instruction. Three hundred twenty‐five preservice, elementary teachers completed a 15‐item instrument assessing efficacy for teaching in these five areas. The instrument was found to be valid and reliable. Overall group results indicated participants' EFT science and mathematics were lower than for teaching other areas. Intra‐individual patterns showed there were six clusters including a group with low EFT mathematics and a group with low EFT mathematics and science. Implications for preservice, teacher preparation opportunities and experiences are discussed.     

Science Talk: Preservice Teachers Facilitating Science Learning in Diverse Afterschool Environments

The purpose of this study was to assess the impact a community‐based service learning program might have on preservice teachers' science instruction during student teaching. Designed to promote science inquiry, preservice teachers learned how to offer students more opportunities to develop their own ways of thinking through utilization of an afterschool science program that provided them extended opportunities to practice their science teaching skills. Three preservice teachers were followed to examine and evaluate the transfer of this experience to their student teaching classroom. Investigation methods included field observations and semi‐structured, individual interviews. Findings indicate that preservice teachers expanded their ideas of science inquiry instruction to include multiple modes of formative assessment, while also struggling with the desire to give students the correct answer. While the participants' experiences are few in number, the potential of afterschool teaching experience serving as an effective learning experience in preservice teacher preparation is significant. With the constraints of high‐stakes testing, community‐based service learning teaching opportunities for elementary and middle‐school preservice teachers can support both the development and refinement of inquiry instruction skills.     

Urban Third Grade Teachers' Practices and Perceptions in Science Instruction with English Language Learners

The study examined relationships among key domains of science instruction with English language learning (ELL) students based on teachers' perceptions of their classroom practices (i.e., what they think they do) and actual classroom practices (i.e., what they are observed doing). The four domains under investigation included: (1) teachers' knowledge of science content; (2) teaching practices to support scientific understanding; (3) teaching practices to support scientific inquiry; and (4) teaching practices to support English language development during science instruction. The study involved 38 third‐grade teachers participating in the first‐year implementation of a professional development intervention aimed at improving science and literacy achievement of ELL students in urban elementary schools. Based on teachers' self‐reports, practices for understanding were related to practices for inquiry and practices for English language development. Based on classroom observations in the fall and spring, practices for understanding were related to practices for inquiry, practices for English language development, and teacher knowledge of science content. However, we found a weak to non‐existent relationship between teachers' self‐reports and observations of their practices.     

Constructing Elementary Teachers' Beliefs,Attitudes, and Practical Knowledge Through an Inquiry‐Based Elementary Science Course

This study examines inservice elementary school teachers' beliefs, attitudes, and practical knowledge toward inquiry‐based science instruction and the influence of an inquiry‐based elementary science course on teachers' beliefs, attitudes, and practical knowledge regarding inquiry. Both surveys and a case study were administered to the 14 elementary school teachers before and after completing a three‐credit elementary science methods course that was inquiry‐based. The findings showed that the teachers' beliefs, attitudes, and practical knowledge about inquiry were clearly influenced by the course. Through this course, the teachers developed fairly positive beliefs and attitudes that promoted inquiry instruction. The majority of participants also improved their knowledge and skills of conducting inquiry as they successfully practiced inquiry‐instruction in their science teachings.     

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.     

The DESTIN: Preservice Teachers' Drawings of the Ideal Elementary Science Teacher

The aim of this study is to report findings from the Drawing‐Elementary‐Science‐Teacher‐Ideal‐Not, or the DESTIN procedure. The study utilizes a simple drawing procedure accompanied by a narrative and discussion for understanding preservice teachers' images of science, science teaching, and the science teacher. Ninety drawings from two sections of an elementary science methods course were analyzed. Looking at the pre‐drawings from the beginning of the semester and post‐drawings done at the end of the semester, the findings relate the value of using drawings in teacher education and the usefulness of this procedure to promote discussions about science teaching, the construction of new images and practices for teaching elementary science, and teacher identity. The DESTIN procedure has potential as a productive activity for teacher education and long‐term professional development by making more explicit teachers' views of science teaching and learning and their past experiences as science learners.     

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.     

Reflection and Problem Solving: Integrating Methods of Teaching Mathematics and Science

An innovative teacher preparation course which integrates methods of teaching elementary mathematics and science was the context of this study. The course was developed as a prototype for the Teachers As Reflective Problem Solvers model for the preparation of elementary mathematics and science teachers. Data from 35 preservice elementary teachers' performance-portfolios were analyzed to reveal patterns of change in their reflections and problem-solving performance during the semester. Many of the students' reflections changed from task-focused learning to broader teaching applications. No relationship was discerned between changes in students' reflections and changes in their levels of problem-solving performance, although both increased during the semester. A significant correspondence was found, however, between students' perceptions of their problem-solving abilities and their actual performance in solving teaching problems in integrated mathematics and science contexts.     

Reforming Elementary Science Teacher Preparation: What About Extant Teaching Beliefs?

A common maxim in the educational profession is that one teaches the way one is taught. Indications are that preservice teachers' beliefs, attitudes, and practices may be linked to previous experiences. Calderhead & Robson (1991) underscored this concern by asserting that teachers use good teachers as models for developing their own images as teachers. Others have argued that the images held by teachers are used as frames of reference for their own teaching practices. In this article, preservice teachers' perceptions of themselves as science teachers are examined. The assertion is made that a long history of stereotypical science learning experiences — in elementary school, high school, and college — powerfully impacts the way in which elementary preservice teachers understand the nature of science and come to believe science should be taught. In the current study, the images and perceptions preservice teachers bring to science methods courses (as evidenced in drawings of themselves as science teachers at work) are identified and ways these images and perceptions may have been formed and how they can be reinforced or modified during a science methods course are discussed.     

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.     

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.     

Changes in Preservice Elementary Teachers' Sense of Efficacy in Teaching Science

This paper reports progress to date on a longitudinal study of changes in preservice teachers' sense of efficacy in teaching science. The study involved procedures designed to validate, in an Australian context, the Science Teaching Efficacy Beliefs Instrument (STEBI-B) comprised of two scales: Personal Science Teaching Efficacy Belief Scale (STE) and Science Teaching Outcome Expectancy Scale (STO). Concomitantly, the instrument was used to monitor changes in teachers' sense of science teaching efficacy employing a pretest and repeated posttest, one group research design. The subjects were students enrolled in a three-year Bachelor of Teaching (Primary) program. Correlations between pretest scores on STEBI-B and other measures of personal beliefs and behaviors, namely academic self concept and academic locus of control, supported the validity of STEBI-B. The results indicate that, over three semesters of the program, there was significant difference between the pretest and posttest scores on the STE scale. Possible explanations of the results obtained are discussed and evaluated and a justification for further long term research into teachers' sense of efficacy in teaching science is provided. Implications of the results for the teaching of elementary school science are discussed.     

Further Development and Validation of the Teaching Science as Inquiry (TSI) Instrument

The purpose of this study was to further develop and validate the Teaching Science as Inquiry (TSI) Instrument, an instrument designed to measure the self‐efficacy beliefs of preservice teachers in regards to the teaching of science as inquiry. Based on the validation processes and the associated data analysis, the TSI demonstrates continued content and construct validity with high internal reliability when used with prospective elementary science teachers.