LEADER 00000nam a2200421 a 4500 
001    978-3-319-42465-1 
003    DE-He213 
005    20160728152059.0 
006    m        d         
007    cr nn 008maaau 
008    160728s2017    gw      s         0 eng d 
020    9783319424651|q(electronic bk.) 
020    9783319424644|q(paper) 
024 7  10.1007/978-3-319-42465-1|2doi 
040    GP|cGP 
041 0  eng 
050  4 Q181|b.D444 2017 
082 04 372.35|223 
100 1  Deehan, James 
245 14 The Science teaching efficacy belief instruments (STEBI A 
       and B)|h[electronic resource] :|ba comprehensive review of
       methods and findings from 25 years of science education 
       research /|cby James Deehan 
260    Cham :|bSpringer International Publishing :|bImprint: 
       Springer,|c2017 
300    ix, 86 p. :|bill., digital ;|c24 cm 
490 1  SpringerBriefs in education,|x2211-1921 
520    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 
650  0 Science|xStudy and teaching|xResearch 
650 14 Education 
650 24 Science Education 
650 24 Teaching and Teacher Education 
650 24 Learning & Instruction 
710 2  SpringerLink (Online service) 
773 0  |tSpringer eBooks 
830  0 SpringerBriefs in education 
856 40 |uhttp://dx.doi.org/10.1007/978-3-319-42465-1