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• W322501853 abstract "The purpose of this study was to develop, validate and establish the reliability of an instrument to assess the self-efficacy beliefs of prospective elementary teachers with regards to science teaching and learning for diverse learners. The study used Bandura's theoretical framework, in that the instrument would use the self-efficacy construct to explore the beliefs of prospective elementary science teachers with regards to science teaching and learning to diverse learners: specifically the two dimensions of self-efficacy beliefs defined by Bandura (1977): personal self-efficacy and outcome expectancy. A seven step plan was designed and followed in the process of developing the instrument, which was titled the Self-Efficacy Beliefs about Equitable Science Teaching or SEBEST. Diverse learners as recognized by Science for All Americans (1989) are who in the past who have largely been bypassed in science and mathematics education: ethnic and language minorities and girls (p. xviii). That definition was extended by this researcher to include children from low socioeconomic backgrounds based on the research by Gomez and Tabachnick (1992).First, the researcher defined the self-efficacy construct to be measured and a content matrix for the instrument that identifies the two dimensions of self-efficacy: personal self-efficacy and outcome expectancy and the four diverse learner groups: ethnic, gender, language minorities and socioeconomic status. Second, one hundred ninety-five draft Likert type items, modeled after those composing the STEBI A (Riggs, 1988) and STEBI-B (Enochs & Riggs, 1990) were prepared with at least six representatives for each cell in the content matrix. Third, the draft items were reviewed independently for clarity and comprehension by ten graduate students in science education. Fourth, a panel composed of eight faculty members representing science education, multicultural education, and self-efficacy research independently judged the content validity of the revised items.Fifth, the 48 remaining items were organized as a draft SEBEST instrument. The draft instrument was administered to 226 prospective elementary teachers in the Elementary-Kindergarten Education Program (EK ED) at Penn State in the Fall of 1998. The item analysis was performed with the following goal:What is the most reliable and valid combination of items to compose the SEBEST for the purposes of assessing prospective elementary teachers self-efficacy beliefs for teaching science to diverse learners, and the two dimensions of self-efficacy: personal self-efficacy and outcome expectancy?Sixth, using the results from factor analyses, Coefficient Alpha, and Chi-Square a 34 item instrument was found to achieve the greatest balance across the construct validity, reliability and item balance with the content matrix. The 34 item SEBEST was found to load purely on four factors across the content matrix thus providing evidence construct validity. The Coefficient Alpha reliability for the 34 item SEBEST was .90 and…" @default.
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• W322501853 date "1999-06-28" @default.
• W322501853 modified "2023-09-24" @default.
• W322501853 title "The development and validation of the Self-Efficacy Beliefs about Equitable Science Teaching and learning instrument for prospective elementary teachers" @default.
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