Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum
Document Type
Conference Proceeding
Publication Date
2014
Publication Title
Proceedings of Society for Information Technology & Teacher Education International Conference 2014
Abstract
This study was conducted to investigate eighth grade science teachers’ self-efficacy for implementing a new, problem-based science curriculum. The curriculum included applications of LEGO robotics. Data sources included teachers’ responses to structured journaling activities during an 8-week implementation period, and teachers’ responses to a survey designed to probe participants’ self-efficacy for enacting specific elements of the curriculum. Participants had high confidence levels throughout the study, but expressed some concerns related to their local contexts. A description of how the survey was designed to align with elements of the curriculum also will be provided.
Recommended Citation
Hodges, Charles B., Alicia Meng, Mike Ryan, Marion Usselman, Beth Kostka, Jessica Gale, Anna Newsome.
2014.
"Teacher Self-Efficacy and the Implementation of a Problem-Based Science Curriculum."
Proceedings of Society for Information Technology & Teacher Education International Conference 2014, M. Searson & M. Ochoa (Ed.): 2322-2325 Chesapeake, VA: Association for the Advancement of Computing in Education.
https://digitalcommons.georgiasouthern.edu/leadership-facpubs/34
