Research and Teaching: Improving the Science Teaching Self-Efficacy of Preservice Elementary Teachers: A Multiyear Study of a Hybrid Geoscience Course | NSTA

Research and Teaching: Improving the Science Teaching Self-Efficacy of Preservice Elementary Teachers: A Multiyear Study of a Hybrid Geoscience Course

Journal of College Science Teaching—November/December 2017

This article describes the impact of a hybrid Earth and space science course, taught online and complemented by a 2-hour face-to-face lab, on the science teaching self-efficacy of elementary preservice teachers over a 3-year span.

You may also like

Journal Article

Sensing in Animals and Robots: Collaborative, Transdisciplinary Learning in an Undergraduate Science Course

Transdisciplinary learning—where students develop and apply knowledge from multiple disciplines to solve open-ended problems—is necessary to prepa...

Journal Article

Implementing Universal Design for Learning in the Higher Education Science Classroom

There is a growing need for college science faculty to teach a diverse group of learners. The Universal Design for Learning (UDL) framework can be use...

Journal Article

Scaling Up: Lessons for Persuading Science Faculty to Adopt an Evidence-Based Intervention

The science education community is deeply vested in growing the next generation of scientists. One way to do this is through evidence-based intervent...

Journal Article

Equitable instructor assessment changes amid COVID-19 pandemic

The coronavirus (COVID-19) outbreak mandated a rapid transition to online classes with little warning. Previous literature studying the effect of this...