Middle School Pre-Service Teachers’ Sense of Self-Efficacy in Relation to Authentic Learning Experiences

Main Article Content

Robin Dever
Sue Clement

Abstract

The focus of this research was to test the impact of an authentic science experience on pre-service teachers’ self-efficacy and their beliefs about their perceived outcomes with middle level students.  Data show that there was a statistically significant decrease in the levels of self-efficacy towards teaching science and no significant change in their beliefs about having positive outcomes. Three institutions (a university, a local park district and a school district) formed a partnership with the mission of enhancing science learning for middle school students. The pre-service teachers examined artifacts discovered during an archeological dig of a chair factory and created inter-disciplinary units based on the artifacts during science methods courses.  Pre-service teachers then taught these units to 4th graders, when they visited the park.

Article Details

Section
Manuscripts (Research or Theory)