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• W189677974 abstract "The purpose of this research was to describe how self-efficacy affects the development and science achievement of practicing teachers after their participation in a half day long hands-on science lesson provided by the on project. The 42 practicing K-8 teachers were from eight different counties located in a rural mid-eastern state. A novel survey was created to determine the science achievement and self-efficacy level of the teachers (Bandura, 1995) . The survey had 30 questions and the questions were modified from existing surveys in the area of science achievement and self-efficacy. The survey was administered at the beginning of the hands-on science lesson and at the end of the half day long lesson. The hands-on science lesson the inservice teachers participated in was designed for middle school students and dealt with the topics of Matter and Light. The middle school students and the inservice teachers participated in the hands-on science lessons which were part of the Science on Wheels program. The data from the surveys were analyzed using a paired t-test to determine differences in the pretest and posttest data. The pretest and posttest data had numerous significant findings. The inservice teachers reported that after they participated in the hands-on science lessons, they felt significantly more confident that they could plan a constructivist/inquiry science lessons [t(41)=4.47<.01]. The teachers also felt they could serve as a resource person [t(41)=4.50<.01] and perform science demonstrations in front of large groups [t(40)=4.32<.01] of people. The last significant finding dealt with a person's ability to tutor another person. The inservice teachers felt more confident that they could tutor a fellow teacher in science [t(40)=3.90<.01]. (Contains 17 references.) (Author/MM) Reproductions supplied by EDRS are the best that can be made from the original document. Increasing Achievement and Student Development as Related to Practicing Teachers' Self Efficacy PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANT D,BY 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) James M. Sottile Jr. William Carter George Watson Marshall University U.S. DEPARTMENT OF EDUCATION 011 ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eived from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at the annual conference of the Eastern Educational Research Association Hilton Head, South Carolina, 2001 2 BEST COPY AVAILABLE Abstract The purpose of this research was to describe how self-efficacy affects the development andThe purpose of this research was to describe how self-efficacy affects the development and science achievement of practicing teachers after their participation in a half day long hands-on science lesson provided by the on project. The 42 practicing K-8 teachers were from eight different counties located in a rural mid-eastern state. A novel survey was created to determine the science achievement and self-efficacy level of the teachers (Bandura, 1995). The survey had 30 questions and the questions were modified from existing surveys in the area of science achievement and self-efficacy. The survey was administered at the beginning of the handson science lesson and at the end of the half day long lesson. The hands-on science lesson the inservice teachers participated in was designed for middle school students and dealt with the topics of Matter and Light. The middle school students and the inservice teachers participated in the hands-on science lessons which were part of the Science On Wheels program. The data from the surveys were analyzed using a paired t test to determine differences in the pretest and posttest data. The pretest and posttest data had numerous significant findings. The inservice teachers reported that after they participated in the hands-on science lessons, they felt significantly more confident that they could plan a constructivistic/inquiry science lesson [ t (41) = 4.47 < .01]. The teachers also felt they could serve as a resource person [ t (41) = 4.50 < .01] and perform science demonstrations in front of large groups [ t (40) = 4.32 < .01] of people. The last significant finding dealt with a person's ability to tutor another person. The inservice teachers felt more confident that they could tutor a fellow teacher in science [ t (40) = 3.90 < .01]." @default.
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• W189677974 title "Increasing Science Achievement and Student Development as Related to Practicing Teachers' Self-Efficacy." @default.
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