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Teacher Self-efficacy During the Implementation of a Problem-based Science Curriculum

, Georgia Southern University, United States ; , Georgia Institute of Technology Center for Education Integrating Science, Mathematics, and Computing (CEISMC), United States ; , Georgia Southern University, United States

CITE Journal Volume 16, Number 4, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study was conducted to investigate eighth-grade science teachers’ self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of LEGO® robotics, a new technology for these teachers. Teachers’ responded to structured journaling activities designed to collect information about their self-efficacy for teaching with the curriculum and, later, to a survey designed to probe their self-efficacy for enacting specific elements of the curriculum. Participants reported high confidence levels throughout the study but expressed some concerns related to their local contexts.

Citation

Hodges, C., Gale, J. & Meng, A. (2016). Teacher Self-efficacy During the Implementation of a Problem-based Science Curriculum. Contemporary Issues in Technology and Teacher Education, 16(4), 434-451. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2017 from .