Investigating Science Efficacy Before and After a Professional Development Program focused on Genetics, Muscle Biology, Microbiology, and Nutrition
Keywords:
Personal Science Teaching Efficacy, Science Teaching Outcome Expectancy, Professional Development, Inquiry-Based Learning, Agricultural EducationAbstract
This study investigated teachers’ levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included 10 teachers completing an Increasing Scientific Literacy through Inquiry-Based Professional Development in Genetics, Muscle Biology, Microbiology, and Nutrition. Assessments were made at two points. First, the participants were assessed by using a pretest followed up by a posttest 12 months later after implementing the new curriculum. The teachers experienced gains during the professional development on both their personal science teaching efficacy and their science teaching outcome expectancy. However, the mean differences were not statistically significant. Results of this study indicate that the Increasing Scientific Literacy through Inquiry-Based Professional Development may be used as a tool to increase PSTE and STOE in agricultural educators and science teachers.
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