Abstract
This pilot study investigated the effect of community-based service learning on the self-efficacy beliefs of preservice elementary teachers in regards to equitable science teaching and learning. Using the Self-Efficacy Beliefs About Equitable Science Teaching (SEBEST) instrument (Ritter, Boone, & Rubba, 2001), pre-and posttest data from 32 preservice elementary teachers who were enrolled in two different science methods courses were analyzed. Findings from this study suggest that community-based service learning significantly influenced preservice elementary teachers’ outcome expectancy toward equitable science teaching and learning.
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Cone, N. Preservice elementary teachers’ Self-Efficacy Beliefs About Equitable Science Teaching: Does service learning make a difference?. J Elem Sci Edu 21, 25–34 (2009). https://doi.org/10.1007/BF03173682
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DOI: https://doi.org/10.1007/BF03173682