Abstract

This is an accepted article with a DOI pre-assigned that is not yet published.

Preservice elementary teachers (PSTs) from two preparation pathways completed a science education course either on campus (“face-to-face,” n = 55) or online (n = 57). The courses feature similar content regarding inquiry-based instruction, Learning Cycle and Next Generation Science Standards. To evaluate the impact of course format on PSTs’ self-efficacy, pre-/post-test measures were analyzed using the Science Teaching Self-Efficacy Belief Instrument, STEBI-B (Enochs & Riggs, 1990). For both groups, there were statistically significant increases from pre- to post-test in the survey’s two subscales—Science Teaching Outcome Expectancy (STOE) and Personal Science Teaching Efficacy Belief (PSTEB). However, the face-to-face group had a significantly greater increase in the PSTEB subscale than the online group. Additional post-survey questions found both groups identified the same course elements as most helpful for their science teaching preparation—writing/teaching lesson plans and participating in hands-on activities.

Keywords: Elementary preservice teacher, self-efficacy, online, face-to-face, science