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Science Self-Efficacy of Preservice Teachers in Face-to-Face versus Blended Environments

机译：面对面与混合环境中的职前教师科学自我效能

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Using a quasi-experimental mixed methods concurrent design, this study measured the science self-efficacy of preservice elementary teachers before and after a survey of science content course. Further, this course was delivered in two different formats: face-to-face and hybrid (approximately 50% online), and compared pre-and post-science self-efficacy of students in the two different course formats. Our quantitative results showed increases in personal efficacy, but not outcome expectancy for both formats, and no significant differences between the increases for either format. Our qualitative data showed that participants attributed their increased levels of personal efficacy to the hands-on components of the course, as well as perceived teacher attitudes toward science, both of which would be challenging to replicate in a purely online format, as opposed to the hybrid format included in this study.
机译：本研究使用准实验混合方法并行设计，在对科学内容课程进行调查之前和之后，测量了职前基础教师的科学自我效能。此外，本课程以两种不同的形式提供：面对面和混合形式（在线约占50％），并比较了两种不同课程形式的学生在科学前和科学后的自我效能。我们的定量结果表明，个人效能的提高，但两种形式均未达到预期结果，两种形式的升高之间均无显着差异。我们的定性数据显示，参与者将个人效能水平的提高归因于该课程的动手部分，以及认为教师对科学的态度，这两种挑战都很难以纯在线形式复制，这与本研究中包含的混合格式。

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