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Science Self-Efficacy of Preservice Teachers in Face-to-Face versus Blended Environments
School Science and Mathematics (2017)
  • Christine M Knaggs, Adrian College
  • Toni A Sondergeld, Drexel University
  • Dawn Henry, Bowling Green State University - Main Campus
Using a quasi-experimental mixed methods concurrent design, this study measured the science self-efficacy of pre-service elementary teachers before and after a survey of science content course. Further, this course was delivered in two different formats: face-to-face and hybrid (approximately 50% online), and compared pre-and post-science self-efficacy of students in the two different course formats. Our quantitative results showed increases in personal efficacy, but not outcome expectancy for both formats, and no significant differences between the increases for either format. Our qualitative data showed that participants attributed their increased levels of personal efficacy to the hands-on components of the course, as well as perceived teacher attitudes toward science, both of which would be challenging to replicate in a purely online format, as opposed to the hybrid format included in this study.
  • self-efficacy,
  • blended learning,
  • pre-service teachers
Publication Date
Winter February 14, 2017
Citation Information
Christine M Knaggs, Toni A Sondergeld and Dawn Henry. "Science Self-Efficacy of Preservice Teachers in Face-to-Face versus Blended Environments" School Science and Mathematics (2017)
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