The Science Teaching Efficacy Belief Instruments (STEBI A and B): A comprehensive review of methods and findings from 25 years of science education research (SpringerBriefs in Education)

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. Contents 6 Acronyms 8 Abstract 9 1 Introduction 10 References 14 2 A Review of the Science Teaching Efficacy Belief Instrument B: Pre-service Teachers 16 Abstract 16 The Science Teaching Efficacy Belief Instrument—B 16 The Research Contexts of the STEBI-B Instrument 17 Purpose of This Study 18 Method 18 Initial Inclusion Criteria 19 Initial Literature Collection Procedures 19 Additional Data Base Searches 20 A Complementary STEBI-A Search 20 Coding and Analysis 21 Research Approaches 21 Intervention Coding 21 Using Effect Sizes to Evaluate the Interventions 25 Organisational Framework for the Analysis of the STEBI-B Literature 26 Findings 28 STEBI-B Research Designs 28 Qualitative and Alternate Research Approaches (0) 28 Cross Sectional Research Designs (1) 29 Research with Equivalent Groups (1.5) 31 Quasi Experimental Designs with a Single Cohort (2) 32 Quasi Experimental Designs with Multiple Cohorts (2.5) 34 Longitudinal Quasi-Experimental Research Designs (3) 35 Experimental Research Designs (4) 35 The PSTE and STOE Subscales Within the STEBI-B Literature 36 Innovative Practices Within the Science Interventions 37 The PSTE and STOE Effect Sizes Produced by Science Interventions 39 Discussion 44 References 47 3 A Review of the Science Teaching Efficacy Belief Instrument A: In-service Teachers 53 Abstract 53 The Science Teaching Efficacy Belief Instrument—A 53 The Research Contexts of the STEBI-A Instrument 54 Purpose of This Chapter 55 Method 55 Inclusion Criteria 56 Literature Collection Procedures 56 Coding and Analysis 57 Research Approaches 57 Intervention Coding 57 Using Effect Sizes to Evaluate the Interventions 60 Structural Framework for the Analysis of the STEBI-A Literature 61 Findings 62 STEBI-A Research Designs 62 Qualitative Research and Alternate STEBI-A Uses (0) 62 Cross Sectional Research Designs (1) 64 Research with Equivalent Groups (1.5) 65 Quasi Experimental Designs with a Single Cohort (2) 65 Quasi Experimental Designs with Multiple Cohorts (2.5) 67 Longitudinal Quasi-Experimental Research Designs (3) 68 Experimental Research Designs (4) 69 The PSTE and STOE Subscales Within the STEBI-A Literature 70 Innovative Practices Within the Science Interventions 71 The PSTE and STOE Effect Sizes Produced by Science Interventions 73 Discussion 77 References 81 4 Conclusion 86 References 90 Front Matter....Pages i-ix Introduction....Pages 1-6 A Review of the Science Teaching Efficacy Belief Instrument B: Pre-service Teachers....Pages 7-43 A Review of the Science Teaching Efficacy Belief Instrument A: In-service Teachers....Pages 45-77 Conclusion....Pages 79-86