{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/46880"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/46880","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Development of preservice elementary teachers science self-efficacy beliefs and its relation to science conceptual understanding","abstract":"Teacher beliefs that relate to teachers' motivation and performance have been an important area of concern for science education at all levels. This study focused on investigating science self-efficacy beliefs and the factors associated, and the relationship between the changes science self-efficacy beliefs and changes in physical science conceptual understanding in a specialized elementary physics content course for elementary education majors (N=51). The data were collected using science self-efficacy beliefs surveys, physical science concept instrument, class observations, interviews and artifacts. The data analysis procedures included a pre-post, repeated meaures multivariate analysis of variance (MANOVA) design, and grounded theory approach. Results indicated statistically significant gains in participants' science self-efficacy beliefs. Additionally, a positive moderate relationship between science conceptual understanding and personal science teaching efficacy beliefs was found. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled insturctional strategies can positively impact science self-efficacy beliefs. These finding have important implications for preservice science teacher preparation programs.","abstract_html":"Teacher beliefs that relate to teachers' motivation and performance have been an important area of concern for science education at all levels. This study focused on investigating science self-efficacy beliefs and the factors associated, and the relationship between the changes science self-efficacy beliefs and changes in physical science conceptual understanding in a specialized elementary physics content course for elementary education majors (N=51). The data were collected using science self-efficacy beliefs surveys, physical science concept instrument, class observations, interviews and artifacts. The data analysis procedures included a pre-post, repeated meaures multivariate analysis of variance (MANOVA) design, and grounded theory approach. Results indicated statistically significant gains in participants' science self-efficacy beliefs. Additionally, a positive moderate relationship between science conceptual understanding and personal science teaching efficacy beliefs was found. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled insturctional strategies can positively impact science self-efficacy beliefs. These finding have important implications for preservice science teacher preparation programs.","abstract_has_math":false,"creators":["Menon, Deepika"],"institution":"University of Missouri--Columbia","degree_name":"Ph. D.","degree_level":"Doctoral","degree_discipline":"Learning, teaching and curriculum (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Sadler, Troy D."],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015","date_published":"2015","updated_at":"2026-07-24T03:08:09Z","subjects":[],"languages":["eng","English"],"rights":["OpenAccess."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/46880"],"render_values":[{"text":"https://doi.org/10.32469/10355/46880","href":"https://doi.org/10.32469/10355/46880","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/46880","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Sadler, Troy D."]},{"key":"dc:creator","label":"Author","values":["Menon, Deepika"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-10-20T15:25:49Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-10-20T15:25:49Z"]},{"key":"dc:date.issued","label":"Date","values":["2015"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning, teaching and curriculum (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. 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This study focused on investigating science self-efficacy beliefs and the factors associated, and the relationship between the changes science self-efficacy beliefs and changes in physical science conceptual understanding in a specialized elementary physics content course for elementary education majors (N=51). The data were collected using science self-efficacy beliefs surveys, physical science concept instrument, class observations, interviews and artifacts. The data analysis procedures included a pre-post, repeated meaures multivariate analysis of variance (MANOVA) design, and grounded theory approach. Results indicated statistically significant gains in participants' science self-efficacy beliefs. Additionally, a positive moderate relationship between science conceptual understanding and personal science teaching efficacy beliefs was found. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled insturctional strategies can positively impact science self-efficacy beliefs. These finding have important implications for preservice science teacher preparation programs."]},{"key":"dc:title","label":"Title","values":["Development of preservice elementary teachers science self-efficacy beliefs and its relation to science conceptual understanding"]}]}],"canonical_facts":{"dc:contributor.advisor":["Sadler, Troy D."],"dc:creator":["Menon, Deepika"],"dc:date.accessioned":["2015-10-20T15:25:49Z"],"dc:date.available":["2015-10-20T15:25:49Z"],"dc:date.issued":["2015"],"dc:description.abstract":["Teacher beliefs that relate to teachers' motivation and performance have been an important area of concern for science education at all levels. This study focused on investigating science self-efficacy beliefs and the factors associated, and the relationship between the changes science self-efficacy beliefs and changes in physical science conceptual understanding in a specialized elementary physics content course for elementary education majors (N=51). The data were collected using science self-efficacy beliefs surveys, physical science concept instrument, class observations, interviews and artifacts. The data analysis procedures included a pre-post, repeated meaures multivariate analysis of variance (MANOVA) design, and grounded theory approach. Results indicated statistically significant gains in participants' science self-efficacy beliefs. Additionally, a positive moderate relationship between science conceptual understanding and personal science teaching efficacy beliefs was found. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled insturctional strategies can positively impact science self-efficacy beliefs. These finding have important implications for preservice science teacher preparation programs."],"dc:identifier.doi":["https://doi.org/10.32469/10355/46880"],"dc:identifier.uri":["https://hdl.handle.net/10355/46880"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:rights":["OpenAccess."],"dc:title":["Development of preservice elementary teachers science self-efficacy beliefs and its relation to science conceptual understanding"],"dc:type":["Thesis"],"thesis:degree_discipline":["Learning, teaching and curriculum (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph. 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