, Volume 13, Issue 2, pp 41-55

A teacher’s reflections on her actions to improve her female students’ self-efficacy toward science

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Abstract

This 4th-grade teacher engaged in an action research project to help her focus on implementing specific teaching strategies geared toward increasing girls’ self-efficacy toward science. She provided her female students with experiences to improve their beliefs that they could be scientists. She maintained a detailed journal of her reflections on her practice to track her developing teaching approach and her impressions of how her students’ self-efficacy changed. The teacher researcher found that through the action research project and her reflections, she was able to make a positive impact on her female students’ self-efficacy, and she was able to become a more thoughtful, reactive teacher.