検索結果をRefWorksへエクスポートします。対象は1件です。
Export
RT Book, Whole SR Electronic DC OPAC T1 The Science Teaching Efficacy Belief Instruments (STEBI A and B) : A comprehensive review of methods and findings from 25 years of science education research / by James Deehan T2 SpringerBriefs in Education. ISSN:2211193X A1 Deehan, James A1 SpringerLink (Online service) YR 2017 FD 2017 SP IX, 86 p. 9 illus., 6 illus. in color K1 Science -- Study and teaching K1 Teachers -- Training of K1 Learning, Psychology of K1 Science Education K1 Teaching and Teacher Education K1 Instructional Psychology ED 1st ed. 2017. PB Springer International Publishing : Imprint: Springer PP Cham SN 9783319424651 LA English (英語) CL LCC:Q181-183.4 CL DC23:507.1 NO Introduction -- Part 1 – A Review of the Science Teaching Efficacy Belief Instrument B: Pre-service Teachers -- The Science Teaching Efficacy Belief Instrument – B -- The research contexts of the STEBI-B instrument -- Purpose of this Study -- Method -- Organisational Framework for the Analysis of the STEBI-B Literature -- Findings -- Discussion -- Part 2 – A Review of the Science Teaching Efficacy Belief Instrument A: In-service -- Teachers -- The Science Teaching Efficacy Belief Instrument – A -- The research contexts of the STEBI-A instrument -- Purpose of this Chapter -- Method -- Structural Framework for the Analysis of the STEBI-A literature -- Findings -- Discussion -- Conclusion. NO The purpose of this Springer Brief is to provide a comprehensive review of both the STEBI methods and findings through the use of a clearly defined analytic framework. A systematic review of literature yielded 107 STEBI-A research items and 140 STEBI-B research items. The STEBI instruments have been used in a wide range of qualitative, cross sectional, longitudinal and experimental designs. Analysis of the findings of the papers reveals that in-service and pre-service programs that use innovative practices such as cooperative learning, inquiry based investigation and nature of science instruction can produce positive growth in participants’ science teaching efficacy beliefs. The personal science teaching efficacy beliefs of pre-service and in-service teachers showed greater mean scores and higher growth than their outcome expectancies. Implications are discussed NO HTTP:URL=https://doi.org/10.1007/978-3-319-42465-1 NO 書誌ID=EB16356635; LK [E Book]https://doi.org/10.1007/978-3-319-42465-1 OL 30