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IMPACT OF SCALE-UP ON SCIENCE TEACHING SELF-EFFICACY OF STUDENTS IN GENERAL EDUCATION SCIENCE COURSES
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| Title | IMPACT OF SCALE-UP ON SCIENCE TEACHING SELF-EFFICACY OF STUDENTS IN GENERAL EDUCATION SCIENCE COURSES |
| Author | Cassani, Mary Kay
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| Keywords | science teaching self-efficacy
SCALE-UP
higher education
STEBI-B
general education
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| Abstract | The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument – B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class. |
| Adviser | Jeanpierre, Bobby
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| Publisher | University of Central Florida |
| Degree | Ed.D.
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| Degree Discipline | Department of Educational Studies
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| Degree Grantor | Education
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| Degree Program | Curriculum and Instruction EdD
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| Graduation Date | 2008-01-01 |
| Type | Doctoral dissertation
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| Access Level | Public - Allow Worldwide Access
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| Release Date | 2008-06-03 |
| Repository | University Archives
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| Repository Collection | Electronic Theses and Dissertations
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| Identifier | CFE0002125 |
| Access Link | http://purl.fcla.edu/fcla/etd/CFE0002125 |
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