Exploring Science Teaching Efficacy of Early Childhood Majors in a Mixed-Reality Virtual - PowerPoint Presentation

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Exploring Science Teaching Efficacy of Early Childhood Majors in a Mixed-Reality Virtual Classroom

Nazan Bautista

Miami University

Presented at the first TLE

TeachLivE

™

Conference in Orlando, FL, May 2013

Self Efficacy Beliefs

Preservice

and

inservice

teachers have low self-efficacy in teaching science

(

Bleicher

& Lindgren, 2005;

Schiver

&

Czerniak

,

1999)

Causes: Teachers’ lack

of understanding of science concepts

(

Bleicher

& Lindgren, 2005;

Schibeci

& Hickey, 2000; Trundle, Atwood, & Christopher, 2002)

and of exposure to good science

teaching

and learning

(Jarrett, 1999

).

Teachers with high self-efficacy tend to implement more innovative, reform-based, and student centered instructional

strategies

(

Czerniak

and

Lumpe

1996,

Woolfolk

Hoy and Davis 2006

)

, set

higher goals and expectations for students

(

Woolfolk

Hoy and Davis 2006)

,

are more persistent with struggling students, and are more committed to the

profession

(

Tschannen

-Moran,

Woolfolk

Hoy, and Hoy 1998)

.

Teacher self-efficacy

is a strong predictor of students’ academic achievement

(

Saklofske

,

Michayluk

, and

Randhawa

, 1988)

and students learn more from teachers with high self-efficacy

(Ashton and Webb, 1986)

.

Theoretical Framework

Sources of Self-Efficacy: 1. Enactive Mastery Experiences2. Vicarious ExperiencesAffective actual modelingSymbolic ModelingSelf-modelingCognitive self-modelingCognitive content masteryCognitive pedagogical masterySimulated modeling3. Verbal Persuasion4. Emotional Arousal(Bandura, 1997; Palmer, 2006)

Theoretical Framework

:

Bandura’s (1977)

social cognitive theory of behavior

and motivation

Context

EDT 317.E Teaching Science in Early Childhood (3credits)

Offering

: Taught in both fall & spring

Number of students

: 40 – 70 per semester

Course Design & Goal

:

Backward Design

(Wiggins and

McTighe

, 1998)

and

to increase the self-efficacy beliefs

(Bautista, 2011)

Field Experience

:

2 weeks

Problem

:

Lack of science teaching opportunities

Consequence

:

Lack of interest in science and teaching science, negative attitude toward science / science teaching / science methods course

Teach LivE ™ Lab

Intervention

Exploration 1: Spring 2012

Session 1

: Teaching about basic needs of plants – traditional or review techniques.

Session 2

:

Teaching about basic needs of plants – inquiry-based, guiding the instruction with students’ responses.

A preparation guide (PCK) was provided by the instructor.

Session 3

:

Teaching about what produces sound – inquiry-based, by using

manipulatives

(rulers, rubber bands, tuning forks).

A preparation guide (PCK) was provided by the instructor.

Behavior Level

:

2 (0-5 ,

mild/moderate misbehavior -> distraction, fidgeting, inattention, mild resistance at

low

frequency

)

Research Questions

Exploration 1: Spring 2012

How

does practicing with

TeachLivE

™ Lab impact

preservice

early childhood teachers’

perceived self-efficacy

beliefs in the context of science

?

What type of sources of efficacy does the

TeachLivE

™ Lab experience provide?

Methodology

Participants

: 62 / 64 ECE majors, Spring 2012

Mixed Methods:

Quantiative

:

STEBI-B (

Enochs

& Riggs, 1990) – as pre- and post-tests

Qualitative

:

Journal entries (n=372, 62 students * 6 journals)

-pre-semester,

-after each TLE session (3),

-during 2-week field experience,

-post-semester

Videotaped sessions (n=186, 62 students * 3 sessions)

Data Analysis

Quantitative

:

Two-tailed

t-test analyses were conducted to see if there was any difference in the PSTE and STOE

scores.

Cronbach’s

α

coefficients were computed to determine the internal consistency of

the

STEBI-B. Reliability

coefficients for the two scales were found to be .

85 (good)

and .

65 (acceptable)

for PSTE and STOE,

respectively.

Qualitative

:

Inductive thematic analysis

was conducted

to analyze the

journal entries (n= 372). The

author generated codes in the light of the participants’ responses and

organized themes

that respond to the two aforementioned research questions of the study.

Themes

and codes generated from the inductive analyses of the journal entries will be used to analyze the video-taped sessions.

Quantitative: STEBI-B

  Pre-TestPost-Test N tMeanSDMeanSDPSTE_Pre37.4844.47942.6933.8946210.90**STOE_Pre27.8712.67028.6722.357612.29**

Table 1. Means and standard deviations (SD) for two dimensions of science teaching efficacy beliefs and paired t-test results.

** Significant at the 0.01 level

“Know your stuff!” Angela

Theme 1

: Science teaching requires strong understanding of science concepts and one needs to be well-prepared to teach and clearly explain a concept to students before going into a classroom. (n= 45)

“After the first TLE, I realized that I didn’t know very much about science…It hit me that I am going to have to know a lot more about science than I currently know.” David

“…I also learned that it is very important to know the material before teaching it. Before each TLE experience, I had to sit down and review the material. I think I did much better on the TLE practices when I did extra research on the topic. I was more confident while teaching the material when I was fully prepared.” Betsy

Why investigate if we already know…?

Theme 2

: Science

should be taught in an engaging manner;

through inquiry-based

, discovery-based

lessons,

and hands-on instruction.

(n=41)

“Throughout

our coursework we are told over and over again that being an early childhood teacher isn’t about standing in front of the class and lecturing, but I guess I never really realized it until the

TeachLive

made me move to the students and interact with them constantly throughout the lesson. This was a big revelation for me because although I had known that, I guess I had never really put it to use during my field experiences

.” Katie

“Why do we have to learn this?”

Theme 3: Science content should be taught in a way that is relevant to students’ daily lives. (n=27) “This experience has helped me to think about and discover how elementary science concepts fit into the bigger picture of what students need to know for their future. In the first two practices, the students would explicitly ask “Why do we have to learn this?” and I struggled to articulate my reasons. By the third practice, I feel that I presented the information in a more effective way that made it clear to students what our purpose was and why it was important, so there were no questions. I learned through these experiences that by making connections between students’ lives and science content, students will become more engaged in their learning” Danielle

Confidence in science teaching

Theme 4

: TLE helped me gain confidence in teaching science. (n=38)

“In terms of teaching science, I was able to

g

row and become more comfortable with my ability to teach science. Coming into this semester, I was very uncomfortable and nervous about teaching science.” Ashley

“…After completing this experience, I can honestly say I am 100% more confident in my abilities to teach science and manage a classroom effectively.” Beth

Classroom management

Theme 5

: TLE helped me become more confident in

managing disruptive behaviors

. (n=12)

“…One thing I took away from [TLE] was that classroom management is such an important aspect of teaching. If you are unable to manage your classroom, then it is impossible to get any information across to your students…” Laura

TLE as a source of efficacy

Table 4. Perceived sources of self-efficacy:

Sources of efficacy

# of people

Cognitive

pedagogical mastery

27

Affective actual modeling

19

Cognitive content mastery

12

Simulated modeling

8

Discussion

Using TLE for a simulation of classroom science teaching is promising.

TLE has the potential to make early childhood majors aware of who they are as a teacher; how much content they know, what their teaching styles are, how to meet with individual students’ needs, etc.

It is not as powerful as real teaching experiences. However,

it can support and compliment

the learning that take place during field experiences.

It can be used to help education majors practice certain teaching techniques, such as conducting pre-assessments, asking open-ended questions.

It provides a safe environment to fail and improve mistakes.

Future Directions

Fall 2012 & Spring 2013

Intervention to improve Early and Middle Childhood Education majors’ understanding and practices of inquiry-based science teaching.

In progress

Intervention to make science relevant

Observing the change in confidence through

preservice

teachers’ body language

Limitations

Limited time per person to practice

Scheduling TLE practices

Age group the avatars represent

Practicing in front of peers

Technological issues (Skype, tracker)

References

Bautista, N. U. (2011). Investigating the use of vicarious and mastery

experiences

in influencing early childhood education majors’

self-

efficacy

beliefs.

Journal of Science Teacher Education.

22

,

333- 349.

Bandura

, A. (1997).

Self-efficacy: The exercise of control

. New York, NY:

Freeman

.

Enochs

, L. G., & Riggs, I. M. (1990). Further development of an elementary

science

teaching efficacy belief instrument: A

preservice

elementary scale.

School

Science and Mathematics, 90

, 694–706.

Martin, N. K., Yin, Z., & Baldwin, B. (1998). Construct validation of the Attitudes &

Beliefs

on

Classroom

C

ontrol

inventory.

Journal of Classroom Interaction,

33

,

6-15

.

Palmer

, D. H. (2006). Sources of self-efficacy in a science methods course for

primary

teacher education students.

Research in Science Education

,

36

,

337–353

.

Squire, K. (2006). From content to context: Videogames as designed experience.

Educational

Researcher

, 35

, 19–29.

Wiggins, G. &

McTighe

, J. (1998).

Understanding by design.

ASCD.

Activities/AssignmentsIntended sources of self-efficacyThe content of the assignments/activities Field assignment 1: Interview a child Mastery: Enactive, cognitive content, and cognitive pedagogical Preservice teachers interview a child to elicit his or her understanding of a science concept, and report in the form of a research paper.Field assignment 2: Option 1Mastery: EnactivePreservice teachers, who are given an opportunity to create their own lesson plan or to modify the lesson plan their cooperating teacher provided, will teach and reflect on their classroom practices.Field assignment 2: Option2Mastery: EnactivePreservice teachers, who are given a lesson plan by their cooperating teachers but are not allowed to make any changes in the plan or the activity, will teach and reflect on their classroom practices.Field assignment 2: Option 3Vicarious: Cognitive self-modelingPreservice teachers who are not able to teach or observe science in their field placements will create an interdisciplinary science lesson plan in which they would integrate one or more content areas with science. They also reflect on their plan.Video-Case studiesVicarious: Symbolic modelingPreservice teachers watch videos of experienced teachers, created by Annenberg Foundation, practicing science teaching in real primary grade level classrooms.Classroom inquiry activitiesVicarious: Simulated modelingPreservice teachers participate in several inquiry-based hands-on activities where the course instructor models the effective teaching practices throughout the semester.Inquiry- based lesson plans and presentationsVicarious: Cognitive self- modeling Preservice teachers plan inquiry-based lesson plans and present them to their classmates.