Author Type

Graduate Student

Date of Award

2007

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Burnaford, Gail

Abstract

The focus of this study was to discover what impact a museum-based science methods course would have on 14 early childhood/elementary pre-service teachers' selfefficacy and ability to develop curriculum using a constructivist approach. Data were gathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t test indicated there was significant change in the pre-service teachers ' self-efficacy pre-and post-museum course participation. The investigation also analyzed student-created learning centers intended for use in the students' future classrooms. Students created two learning centers, one before interaction with exhibits in the museum and one at the end of the course. At the conclusion of the semester, both sets of learning centers were analyzed using the Framework for Assessing Excellence instrument (Serrell, 2006). A paired-samples t test showed increased ability to create constructivist-based materials. The third area of study involved a focus group comprised of the pre-service teachers. Researcher-designed questions focused on the change in self-efficacy beliefs of the pre-service teachers, from pre-to post-museum experience. Questions were designed to add depth to information gained from the quantitative data gained from the STEBI-B and the Framework for Assessing Excellence. Qualitative procedures were conducted to determine common themes and beliefs derived from written reflections and audiotaped focus group discussion. Students reported the museum context did increase their confidence, excitement, and ability to develop and use resources for science instruction.

Extent

251 p.

Comments

Dissertation (Ph.D.)--Florida Atlantic University, 2007.|Dissertation (Ph.D.)--Florida Atlantic University, 2007.

Identifier

FA00000713

Format

pdf

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