science knowledge and efficacy beliefs among preservice elementary teachers: a follow-up study

Science Knowledge and Efficacy Beliefs among Preservice Elementary Teachers: A Follow-UpStudyAuthor(s): George WennerSource: Journal of Science Education and Technology, Vol. 4, No. 4 (Dec., 1995), pp. 307-315Published by: SpringerStable URL: http://www.jstor.org/stable/40186368 .

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Journal of Science Education and Technology, VoL 4, No. 4t 1995

Science Knowledge and Efficacy Beliefs Among Preservice Elementary Teachers: A Follow-Up Study

George Wenner1

Slightly over two years ago aspects of knowledge and efficacy beliefs among preservice elementary teachers regarding science education were examined. Those results indicated a low level of science knowledge and a marked lack of confidence toward teaching science

among prospective teachers. In the interim suggestions from that study have resulted in an increase in the number of required science courses that have been implemented in the teacher education program. The current, follow-up, study, found no increase in science content knowledge but did identify positive changes in efficacy beliefs. The results are dis- cussed relative to Locus of Control theory.

KEY WORDS: Ethnographic methodology; positive efficacy beliefs; science education.

INTRODUCTION

Both theory and common sense suggest that teachers' knowledge of subject matter necessarily influences their classroom practices. Concern has been

expressed in the literature regarding low levels of science knowledge possessed by preservice elemen-

tary teachers (Leinhardt et ai, 1991; Feistritzer and

Boyer, 1983). Studies by Wolk (1963) and the Na- tional Academy of Sciences and National Academy of Engineering (1982) concluded that there exists a low level of science teaching performance in ele-

mentary schools. Manning et alt (1982) stated, "Highly significant relationships exist between teachers' preparation and their practice and attitude toward science" (p. 41). Indeed, Lucas and Pooley (1982) reported that completion of introductory science units by preservice teachers resulted in, "very significant improvement in student teachers' attitudes toward science teaching" (p. 809). Martens,

using ethnographic methodology concluded that science background plus ability to see interdisciplinary teaching opportunities had a, "strong influence on instructional practices" (Baker, 1991, p. 335).

lBuffalo State College, Buffalo, New York 14222.

Empirical studies regarding preservice teachers'

understanding of subject matter together with their

efficacy beliefs regarding instruction have been rec- ommended in order to promote analysis of the role that content knowledge plays in teacher preparation, (Stepans and McCormack, 1985).

Data collected by Crawley (1991) indicated that

efficacy beliefs and perceived behavioral control were significant predictors of intention to teach [science] activities and investigations.

"Many elementary teachers may perceive them- selves as having little personal instrumentality or control in a classroom situation involving science instruction" (Haury, 1984, p. 6).

Haury's thesis, which submits that teachers

gravitate toward performing those tasks that they feel competent in performing (Cunningham and

Blakenship, 1979; Hone, 1970) is consistent with Rotter's (1966), "Locus of Control" (LOC) construct. The essence of the LOC model is that the

power of subjective belief held by an individual ex- erts greater control on his or her behavior than the

objective fact of control. The model posits that high confidence in one's

ability enhances internal LOC while one's inability to control events, and to prescribe them to fate or outside influences, is indicative of external LOC.

307

1059^)145/95A2OO-03O7$O7J(V0 O 1995 Plenum Publishing Corporation



308 Wenner

Haury (1984) found that 47% of the variance of subjects expressing positive efficacy beliefs toward science instruction could be accounted for by internal LOC. It would appear logical as well as being sup- ported by previously cited research, that feelings of competency, based on adequate preparation, would be likely to translate into positive efficacy beliefs toward teaching science. For a more comprehensive review of the literature see Wenner (1993).

PURPOSE

TWo years ago the Journal of Science Education and Technology published a study (Wenner, 1993) which reported information about science knowledge levels and efficacy beliefs about science held by preservice elementary teachers. The present study is a follow-up to that research.

Briefly, the results of the previous investigation showed a mean score on the science knowledge section of less than 50%. This finding was consistent with early findings by Victor (1961) and Blosser and Howe (1969) as well as recent finding by Stevens and Wenner (1995). Correlations were also reported between knowledge and efficacy beliefs (-0.27), high school science source work and knowledge (-0.24), college course work and knowledge (0.33)- each significant beyond the 0.01 level of confidence. Non- significant relationships were found between the number of high school science courses completed and efficacy beliefs (0.04) and college science courses and efficacy beliefs (-0.06). Finally, an analysis of the efficacy belief statements indicated preservice teachers showed a marked lack of confidence in their ability to function effectively in some important aspects of science teaching, most notably conceptual teaching and conducting a laboratory centered program. In other areas the students felt quite confident but not always with justification. For example 91% welcomed science questions from their students, yet only 34% believed they could answer such questions.

One explanation offered at the time of that study was that undergraduate preparation in science for elementary majors was wanting- with only 22% of the students taking more than two years of college level science courses. As a result Wenner offered four recommendations for improving teacher education programs: greater emphasis on the conceptual organization of science material in courses; more

hands-on course work; integration of college science and science methods courses; and finally, simply that more courses in science be required of elementary education majors.

Coincident with the publication of that work, each of the recommendations was implemented by the college studied. A requirement that all elementary education majors must take at least two science Courses was established. Also, elementary education majors were required to choose a thirty-hour concentration (i.e. minor) outside of education. One of the concentration options was science which about 10% of the majors chose. Advisors were directed to encourage students to take science courses known to emphasize conceptual learning, to include exten- sive hands-on experiences, and to be interrelated with science methods courses. Since all four of the recommendations were to some extent implemented through theses changes there was reason to believe that both the quantity and quality of science education for elementary education majors improved between the original, 1992 and the later study. In effect, a pre- post-test study resulted in which in an intervening variable was the enhanced science education curriculum. However, did improvement in science knowledge and efficacy beliefs result?

That is the purpose of the current investigation. The present research compares the results of the 1992 study which gathered data before requirements for more and improved course work was offered with data from a 1994 sample gathered after the improvements had been instituted and the elementary education majors had, in theory, participated in the enhanced curriculum.

Specifically, the present research effort com- pared the pre- and post-curricular modification data in the following areas:

* The efficacy beliefs held by prospective teachers regarding their ability to affect science learning among elementary students and their level of science knowledge The efficacy beliefs- knowledge relationship. * The number of high school science courses taken by the preservice teachers and their level of science knowledge The high school preparation - knowledge relationship. * The number of college science courses taken by the preservice teachers and their level of science knowledge



Science Knowledge, Efficacy Beliefs: A Follow-Up Study 309

The college preparation- knowledge relationship. * The number of high school science courses taken by the preservice teachers and the efficacy beliefs held by these prospective teachers regarding their ability to affect science learning among elementary students The high school preparation- efficacy beliefs relationship. The number of college science courses taken by the preservice teachers and the efficacy beliefs held by these prospective teachers regarding their ability to affect science learning among elementary students The college preparation- efficacy beliefs relationship.

Finally, this study analyzed patterns and changes of student responses in the efficacy beliefs section of the instrument.

SUBJECTS

Undergraduate students of a large north- eastern state college who were enrolled in an up- per level course which focused on elementary science methodology served as subjects in both studies. Prerequisites for course enrollment in- cluded successful completion of several educational foundations courses, acceptance into the

Department of Elementary Education, and a 2.5/4.0 grade point average. The 1992 group had 161 subjects and the 1994 group had 67 students. Since neither the population from which students were drawn nor admission requirements changed over the two-year period the samples are considered equivalent. Given that over 95% of the students were women there was no attempt to differentiate by gender. While colleges differ in their composition of students the sample appears to be fairly representative of elementary majors at urban colleges. About one-fourth of the subjects in each sample can be considered "non-tradi- tional" students, meaning that this sub-group is

comprised mainly of women returning to college after serving in the work force or contributing as homemakers. There may be some differences from a population in colleges enrolling primarily students who have come directly from high schools.

METHOD

For purpose of the studies, a three-part instrument was designed. All of the items required respondents to choose answers from a selected set of responses.

Questions in Part One of the instrument were designed to assess students' conceptual understanding of science. Each subject was administered the thirty questions contained in the General Sci- ence Test Level II (Australian Council for Educa- tional Research, 1983), which is divided into the four areas of earth science, biology, physics, and chemistry. The reliability of the instrument was found by Stevens and Wenner (1995) to be 0.74 as calculated by Cronback's alpha. The content validity was established by careful auricular sampling conducted by the Australian Council for Educa- tional Research (1983).

Part Tvvo of the instrument dealt with students' efficacy beliefs regarding science instruction. Stu- dents were asked to respond to Science Teaching Ef- ficacy Beliefs Instrument (Riggs and Enochs, 1990). Riggs and Enochs hold that,

"teacher efficacy beliefs . . . refer to the extent to which teachers believe they have the capacity to

positively affect student achievement" (p. 626).

This instrument uses a zero-to-five Likert scale format. Internal reliability was calculated by coeffi- cient alpha to be 0.92. Construct validity of an ear- lier version was established by Markel (1978). The authors concluded that,

"The STEBI is a valid and reliable tool for studying elementary teachers' beliefs towards science teach-

ing and learning ... the STEBI might easily serve as a needs assessment for future inservice or preservice training" (p. 633).

Part Three consisted of questions regarding the number of science courses taken in high school and in college.

The cooperation of professors teaching the ele- mentaiy school science methods course was solicited by the investigator. All agreed to administer the tests to their students early in the semester. Responses were anonymous and no indication of students, in- structors, or course section was requested. Students were informed that the test was part of a research project, urged to do their best, and to be candid.



310 Wenner

DATA ANALYSIS

Correlation coefficients (r) and index of deter- mination (r2) were computed to establish the relationships between five variables for both the 1992 and the current, 1994, studies: Efficacy beliefs- knowledge, high school preparation- knowledge, college preparation- knowledge, high school preparation-efficacy beliefs, and college preparation- efficacy beliefs. Changes between the pre- and post-tests were tested for significance.

Student responses to the efficacy beliefs survey section were inspected to determine significant response trends. For display and discussion purposes the five-point responses were collapsed by combin- ing strongly agree with agree and strongly disagree with disagree. Changes in responses between the two studies were analyzed.

RESULTS

Preparation

One of the recommendations resulting from the initial study was to increase the number of science courses required of elementary education majors. That was also one of the purposes of the new college regulations which required a minimum of two science courses. As may be seen in Tkble I indeed there was an increase in the number of science courses successfully completed by students in the elementary education program between study one and study two.

Prior to implementation of the minimum two science course requirement, 43% of the students completed less than two courses, 34% successfully

Table L Percentage of High School and College Science Courses Sucessfully Completed by Preservice Elementary

Teachers0

High School College

1992 1994 Change 1992 1994 Change

<1 course 4 3-192-7 1 course 12 3 -9 34 9 -25 2 courses 22 18 -4 33 37. +4 3 courses 35 40 +5 16 27 +11 4> courses 24 27 +3 6 16 +10

No report 3 9 2 9

"One high school course is equivalent .to one year. One college course is equivalent to one semester.

completed only one course, and 9% took no science at all. Following the revised requirement only 11% of elementary education students completed less than two science courses, down 32% with 9% completing one course and 2% taking no science (the percentage not complying with the requirement consisted of students who had entered before the requirement was instituted and were thus exempt under the "grandfather" provision).

The percentage of students who took the minimum two courses increased from 33% to 37%, a small (4%) increase. However, a notable increase occurred in the percentage students who completed more than two courses, 55% to 80%. Those completing three courses increased from 16% to 27%, and percent of students completing four or more science courses increased from 6% to 16%. The result of the increased course requirement, in terms of shear number of science courses completed, was highly successful. Not surprisingly, Tkble I shows no corresponding increase in the number of high school courses taken by the subjects indicating the samples from studies one and two do not differ regarding high school preparation.

Knowledge Level

It can be argued that three essential compo- nents of teaching elementary science are content knowledge, confidence in one's ability to teach content material, and willingness to assume responsibility for student learning. As is shown in Tkble II the average student provided correct responses to only about 50% of the 30 questions presented on the General Science Test, Level II. The follow-up study, with a relatively low mean of 15.03 (s.d. = 4.64) showed no significant improvement (t = .08) over the mean of 14.89 (s.<L = 4.64) attained by the students in the initial study. Therefore, it appears ten- able to conclude that virtually no improvement in the level of scientific knowledge has occurred concurrently with the establishment of the revised re-

Table IL Pre- and Post-Test Knowledge Scores

1992 1994

Mean 14.89/30 15.03/30 Standard Deviation 4.64 4.64 Standard Error 2.36 0.57 Number 161 67




quirements. Further, since a low level of science content knowledge among preservice elementary teachers has been noted in the past by other researchers (Victor, 1961; Blosser and Howe, 1969, Leinhardt, et al 1990) little improvement has apparently ac- crued over the past quarter-century in the level of scientific knowledge evidenced by preservice elementary education teachers.

Efficacy Beliefs and Knowledge

Tkble III shows the correlations between science knowledge, efficacy beliefs, and preparation.

Intuitively one would expect a positive relationship to exist between level of knowledge and efficacy beliefs toward science teaching. Indeed, Haury (1984) concluded that lower knowledge levels lead to decreased efficacy beliefs related to diminution of locus of control. Victor (1961) arrived at a similar conclusion.

The significant negative relationship of -0.27 (7% of the variance) between knowledge level and efficacy beliefs toward teaching science in the 1992 study was quite surprising and contrary to expecta- tions. The follow-up, 1994, study, with a non-significant correlation of -0.08 failed to support the initial investigation's results.

Preparation and Knowledge

A statistically significant inverse correlation (r = -0.24; 6% of the variance) between knowledge and high school coursework was found in the first study. Almost the opposite result was found in the

Table HI. Relationships Between Science Knowledge, Science

Efficacy Beliefs, and Science Preparation in High School and

College 1992 1994

Variables

r ? t ?

Belief with Knowledge -0.27° 0.07 -008 0.01

High School Preparation with Knowledge -0.24" 0.06 0.34° 0.12

Colllege Preparation with

Knowledge 0.3311 0.10 0.00 0.00

High School Preparation with Beliefc 0.04 0.00 -0.13 0.02

College Preparation with Beliefs -0.06 0.00 -0.04 0.00

'Significant at the 0.01 level.

second study. This time the correlation was positive (0.34; 12% of the variance) and again significant. It appears that high school course work has no system- atic effect on science knowledge scores when measured several years later.

The initial study showed a positive relationship (r = 0.33; 10% of the variance) between college coursework and knowledge. The follow-up study showed no relationship (r = 0.00). These data lead to the conclusion that the relationship between number of college courses taken and the level of science knowledge is unstable for this population, exerting only a moderate influence at most.

Preparation and Efficacy Beliefs

Manning et al (1982) and Lucas and Pooley (1982) found a significant relationship between the number of college courses taken in science and prospective teachers' efficacy beliefs toward teaching science. Conversely Stepans and McConnack (1985) found a negative relationship. The present research found non-significant correlations in both the initial (-0.06) and follow-up (0.04) studies between efficacy beliefs toward teaching science, as measured by the composite score on the STEBI, and the number of college courses completed. The relationships between efficacy beliefs and the number of high school courses taken was 0.04 in the first study and -0.13 in the follow-up. Neither of these factors-high school nor college coursework- accounts for even two percent of the variance of preservice teachers efficacy beliefs regarding science instruction in either study. However, there appears to be some important areas within the STEBI survey that may have been affected by the enhanced science requirements.

Efficacy Belief Survey

The results of the efficacy belief survey are summarized in Tkble IV Overall, the efficacy beliefs, as measured by the STEBI increased significantly.

There were judged to be two logical groupings of items within the survey. The first was confidence. Notwithstanding the fact that the survey was taken before the students completed their science methods course, the preservice teachers in the first study showed a lack of confidence in their ability to function effectively in some important aspects of science



312 Wenner

Table IV. Pre- and Post-test EfBcacy Belief Scores

1992 1994

Mean 2.51 3.58 Standard Deviation 0.98 0.36 Standard Error 0.23 0.19 Number 161 67

teaching. However, a notable improvement was found in the second study.

Initially, only 15% of the respondents indicated (SA/A) that they felt they knew the steps necessary to teach science concepts effectively, this improved to 23% in the follow-up study. Also the percentage of students indicating little confidence (D/SD) regarding their knowledge of the appropriate steps in science instruction declined from 38% to 14% between 1992 and 1994. These are indicators of significantly improved confidence in teaching science at the conceptual level. Similarly, of the original sample only 29% believed (SA/A) that they could effectively monitor science experiments. This improved ten percentage points to 39% in the follow- up study. The SD/D response declined from 25% to 7%. Such an improvement in confidence related to laboratory competence is encouraging.

Fifty-six percent of the students in the original and 60% in the later study indicated (SA/A) that they could teach science effectively; while slightly less than half- (46%) of the first and 45% of the follow-up- students gave SA/A responses to a question regarding their ability to understand science concepts well enought to teach science.

The results of the original study are consistent with the findings of Mechling et al (1982) which indicated preservice teachers do not feel prepared to teach science. It is, however, encouraging to report improvement in preservice teachers' confidence in the critical areas of conceptual and hands-on instruction. Also the set of questions addressing prospective teachers' confidence shows an overall improvement in this area following implementation of the enhanced curriculum. (See Tkble V)

Other indicators of confidence are willingness to field children's questions, and ability to compe- tently answer these questions, and willingness to be observed while teaching science. These indicators re- vealed ambivalent results regarding the level of confidence displayed by the respondents. Ninety-one percent of the respondents in the first study and 95% in the second indicated they welcomed questions on science topics, but only 34% in the first and 30% in the second felt they were able to answer such

Table V. Summary of Prospective Teachers' Beliefs Regarding Elementary Science Instruction

Percent of Responses

1992 1994

SA/A U D/SD SA/A U D/SD

Knows steps to effectively teach science concepts. 15 47 38 23 64 14 Can effectively monitor science experiments. 29 46 25 39 55 7 Can teach science effectively. 56 40 4 60 40 0 Understands science concepts. 46 35 18 45 48 8 Welcomes student's question about science. 91 7 2 95 6 0 Able to answer student's science questions. 34 53 12 30 64 6 Is willing to be observed teaching while teaching science. 51 28 21 53 40 6 Believes student's achievement is related to teacher's effectiveness. 63 24 13 60 19 21 Believes students's achievement due to extra effort by teacher. 65 22 12 63 28 9 Believes good teacher can overcome inadequate student background 83 15 2 78 19 3 Student underachievement is due to ineffective teaching. '48 27 24 39 40 21




questions. These data indicate little change between the two studies and underline inconsistent expres- sions of efficacy by the prospective teachers. How- ever, 51% of the students in the first study and 53% in the second study indicated (SA/A) their willingness to be observed while teaching science which indicated self-confidence.

The data regarding confidence lead to the conclusion that the students are confident in their general teaching competence and in their ability to inpart facts, but may continue to harbor doubts regarding their ability to teach science at a conceptual level or to conduct process oriented hands-on programs. On these last two points, however, the improvement noted is encouraging.

The locus of control model (Haury, 1984 and Rottler, 1966) supports this conclusion. L.O.C. pre- dicts that teachers will teach in a manner that enhances their class prestige and bolster their confidence. Answering factual questions and provid- ing direct instruction would tend to confirm the responses indicating self-confidence. Avoiding conceptual level presentations and hands-on activities would preserve self-esteem by avoiding such risky undertakings. The improvement noted in efficacy beliefs concerning conceptual and hands-on teaching supports the notion that the enhanced requirements appear to be increasing confidence among students in the latter study which in turn is bringing conceptual and experimental teaching skills within the locus of control of these students.

Another area examined was preservice teachers* expressed willingness to assume responsibility for student achievement. In the first study 63% believed (SA/A) student achievement in science was due to teachers' effectiveness while 65% believed (SA/A) student improvement was due to extra teacher effort. There was little change in the follow-up data with 60% believing achievement was due to teacher effectiveness, and 63% feeling improvement was attributable to extra teacher effort. In each study preservice teachers1 acceptance of responsibility was fairly high.

About half (48%) of the first study's prospective teachers attributed responsibility for poor student (SA/A) performance to inadequate teaching. The follow-up indicated this percentage had dropped to 39%. A slight drop in the percentage who believed (SA/A) good teaching could overcome inadequate student background occurred from initial (83%) to follow-up (78%). Presently, no conclusions regarding

this trend can be offered, but further assessment in the area is warranted.

DISCUSSION

As previously stated, the initial study offered four recommendations, each of which was implemented to some extent. More science courses were required of elementary education majors, greater emphasis on conceptual aspects of material in courses was attempted, increased hands-on opportunities were attended to, and an integration of college science and science methods courses was fostered. It is known from the results of the follow- up study that students completed more science course work. Anecdotal information suggests that a beginning toward implementing the other suggestions has been made.

Two related questions remain. First, following the adoption of the recommendations from study one, did science knowledge improve and did changes occur in efficacy beliefs of preservice elementary teachers? Second, are perspective teachers better prepared to manage a dynamic classroom which em- phasizes conceptual and process centered learning than was evidenced prior to the change in curriculum? There are two answers to these questions. A negative, pessimistic response and a positive, opti- mistic answer.

Negative

Despite the requirements of additional course work and other curricular improvements in science, this study continues to show a generally weak science knowledge base among preservice elementary teachers. Virtually no improvement occurred in the content knowledge score from study one to study two. Granted the enhanced course requirement and other curricular modification are new and there has been limited time to evaluate their impact, but at this point in the program evaluation process they have not had the desired positive effect on content knowledge.

The results of the initial investigation indicated the prospective teachers were willing to assume responsibility for children's science achievement. There was some erosion regarding this "assumption of responsibility" factor noted in the follow-up study with most of the change attributable to an increase



314 Wenner

in the "undecided" response. This was not a wel- come finding but further research is needed to determine if the pattern will persist.

The pessimistic answer posits the unfortunate

possibility that elementary science instruction will continue to be a teacher centered, fact oriented, direct instruction model. And that science may continue to be a neglected part of the elementary education curriculum (Bauer and Tbms, 1990; Sher- wood and Westerback, 1983; and, Schoeneberger and Russell, 1986).

Positive

The preservice teachers' confidence in their general teaching ability appeared strong in the first study and even stronger in the second study. The

follow-up study found that preservice teachers' effi-

cacy beliefs regarding their ability to teach science at the conceptual level and their capacity to prepare and monitor laboratory situations was the area that showed the greatest improvement. This is indeed a

positive finding of the current research. An increase in confidence (efficacy) occurred

concurrently with the implementation of the science changes. Such an increase in efficacy beliefs augers well for elementary science. An increased feeling of efficacy should bring science instruction within teachers' locus of control, which in turn should increase the time they will devote to science instruction. Increased instructional time, along with the previously noted feeling of confidence in managing laboratory situations and stressing conceptual presentations, should result in an improvement in elementary students' science achievement and attitude.

Recommendations

The generally positive efficacy beliefs expressed by these preservice teachers regarding their ability to affect elementary science must be reconciled with their low level of demonstrated science knowledge. The first recommendation is a continuation of increased science course work requirements for elementary education students. Second, it appears more compelling than ever that science content and science methods courses be integrated. This may be effectively accomplished through increased collabo- ration between science departments and departments of elementary education. Further, it is

suggested reflective intervention during teacher education programs be stressed. Such reflection will re-

quire introspection by students, aided by faculty, regarding their beliefs and abilities and how to en- hance their personal strengths and compensate for their shortcomings. Increased reflection has, accord-

ing to Crawley (1991), been productive in improving teacher competency.

In conclusion, the implementation of new science requirements and other auricular adjustments for preservice elementary education teachers appears to have a positive effect in terms of their ef-

ficacy beliefs. It has not had the desired effect of

increasing their content knowledge. When such intervention shows some, even though modest, effect over a short period of time it seems that the intervention should be continued and that modification

designed to strengthen it be extended.

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science knowledge and efficacy beliefs among preservice elementary teachers: a follow-up study

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