Model
Digital Document
Publisher
Florida Atlantic University
Description
The focus of this study was to discover what impact a museum-based science
methods course would have on 14 early childhood/elementary pre-service teachers' selfefficacy
and ability to develop curriculum using a constructivist approach. Data were
gathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t test
indicated there was significant change in the pre-service teachers ' self-efficacy pre-and
post-museum course participation.
The investigation also analyzed student-created learning centers intended for use
in the students' future classrooms. Students created two learning centers, one before
interaction with exhibits in the museum and one at the end of the course. At the
conclusion of the semester, both sets of learning centers were analyzed using the Framework for Assessing Excellence instrument (Serrell, 2006). A paired-samples t test
showed increased ability to create constructivist-based materials.
The third area of study involved a focus group comprised of the pre-service
teachers. Researcher-designed questions focused on the change in self-efficacy beliefs of
the pre-service teachers, from pre-to post-museum experience. Questions were designed
to add depth to information gained from the quantitative data gained from the STEBI-B
and the Framework for Assessing Excellence. Qualitative procedures were conducted to
determine common themes and beliefs derived from written reflections and audiotaped
focus group discussion. Students reported the museum context did increase their
confidence, excitement, and ability to develop and use resources for science instruction.
methods course would have on 14 early childhood/elementary pre-service teachers' selfefficacy
and ability to develop curriculum using a constructivist approach. Data were
gathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t test
indicated there was significant change in the pre-service teachers ' self-efficacy pre-and
post-museum course participation.
The investigation also analyzed student-created learning centers intended for use
in the students' future classrooms. Students created two learning centers, one before
interaction with exhibits in the museum and one at the end of the course. At the
conclusion of the semester, both sets of learning centers were analyzed using the Framework for Assessing Excellence instrument (Serrell, 2006). A paired-samples t test
showed increased ability to create constructivist-based materials.
The third area of study involved a focus group comprised of the pre-service
teachers. Researcher-designed questions focused on the change in self-efficacy beliefs of
the pre-service teachers, from pre-to post-museum experience. Questions were designed
to add depth to information gained from the quantitative data gained from the STEBI-B
and the Framework for Assessing Excellence. Qualitative procedures were conducted to
determine common themes and beliefs derived from written reflections and audiotaped
focus group discussion. Students reported the museum context did increase their
confidence, excitement, and ability to develop and use resources for science instruction.
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