Teacher Content Knowledge - Concept Inventory

A multiple-choice instrument was developed, using questions from three different concept inventories. The Star Properties Concept Inventory (SPCI; Bailey, 2006), the Light and Spectroscopy Concept Inventory (LPCI; Bardar, 2006), and the Greenhouse Effect Concept Inventory (GHECI; Keller, 2006) are validated concept inventories for use with introductory science courses for nonscience majors. Items were taken from each concept inventory that most closely aligned with the content and activities of the summer institute; a total of 30 items were used on the final instrument.

Method

Year two PASS participants completed the multiple-choice instrument described above as a repeated measure. The PASS summer institute, lasting from June 12-22, 2006, constituted the intervention for this measure. The pretest was completed on the first day of the institute (June 12, 2006). The posttest was completed on the final day of the institute (June 22, 2006).

Results

The multiple-choice instruments were scored by comparing the participants’ responses to a key of correct answers. The responses were entered into Excel and then scored as a ‘1’ (correct) or ‘0’ (incorrect). Each participant’s total score (out of 30) and percent score were calculated. The scores were also transferred into SPSS for analysis. A total of 52 participants completed both the pretest and the posttest. 

A paired-samples t-test was conducted on the participants’ scores on the instrument. A statistically significant increase was found for the score from pretest (M=14.02, SD=4.961) to post (M=18.17, SD=4.760), t(51)=-9.965, p=0.000. A second measure of the increase of the scores that was calculated is the normalized gain, which is defined as the ratio of the change in score to the maximum possible change in score (Hake, 1998). The normalized gain for all participants (including those who completed only the pretest or the posttest) was 0.28. 

References 

Bailey, J. M. (2006). Development of a concept inventory to assess students' understanding and reasoning difficulties about the properties and formation of stars. Unpublished doctoral dissertation, University of Arizona, Tucson, AZ.

Bardar, E. M. W. (2006). Development and analysis of spectroscopic learning tools and the Light and Spectroscopy Concept Inventory for introductory college astronomy. Unpublished doctoral dissertation, Boston University, Boston, MA.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.

Keller, J. (2006). Eliciting and addressing student misconceptions regarding the atmospheric greenhouse effect and radiative equilibrium. Unpublished doctoral dissertation, University of Arizona, Tucson, AZ.

Teacher Beliefs - Science Teaching Self-Efficay

A slightly modified version of the Science Teaching Efficacy and Beliefs Instrument (STEBI) (Riggs & Enochs, 1990) is administered annually to teachers participating in Project PASS. Project PASS focuses on using inquiry, conceptual change, and self-regulated as guiding principles for secondary science instruction. Results from the STEBI are intended to monitor the development of participants’ efficacy beliefs related to teaching science using these reform-minded ideals.

The STEBI measures teacher beliefs on two subscales:

Personal Science Teaching Efficacy Belief (PSTEB) – Self-efficacy for teaching science.

Science Teaching Outcome Expectancy (STOE) – Belief that teaching science will cause students to learn science.

Method

Annually, during the first week of the summer institute, PASS participants complete the STEBI on-site in a traditional pencil and paper form. An identical version is given every year so that it functions as a repeated measure. In addition to the subscale items, participants report their primary teaching discipline, years of teaching experience, and whether they are new employees with CCSD.

Results

A one-way repeated measures ANOVA was conducted for the PSTEB and STOE subscales for summer 2005 (time 1) and summer 2006 (time 2). Mean and standard deviations for each scale are presented in tables 1&2. Though the mean score for the PSTEB increased and the mean score for the STOE decreased, neither change was statistically significant.

Table 1

Descriptive Statistics for Personal Science Teaching Efficacy Belief (PSTEB) for Summer 2005 and Summer 2006.

Table 2

Descriptive Statistics for Science Teaching Outcome Expectancy (STOE) for Summer 2005 and Summer 2006.

These results suggest that the first annual cycle of Project PASS did not have a significant effect on participating teacher self-efficacy for teaching science or their belief in their ability to produce student learning. Considering the long-term nature of the project and the resiliency of teacher beliefs, it is conceivable that significant changes will not appear until future measurements.

References

Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher's science teaching efficacy belief instrument. Science Education, 74(6), 625-637.