Date Approved

4-12-2023

Embargo Period

4-13-2023

Document Type

Dissertation

Degree Name

Ed.D. Doctor of Education

Department

Educational Services and Leadership

College

College of Education

Advisor

MaryBeth Walpole, Ph.D.

Committee Member 1

Ane Turner Johnson, Ph.D.

Committee Member 2

Lori A. Dira, Ph.D.

Subject(s)

Science--Study and teaching; Self-efficacy

Disciplines

Science and Mathematics Education | Teacher Education and Professional Development

Abstract

The purpose of this study was to investigate whether the course, Scientific Inquiry, significantly increased the self-efficacy beliefs of its students. According to Bandura (1977), an increase in self-efficacy could increase the likelihood that teachers implement scientific inquiry in their classrooms. I explored self-efficacy in an effort to address the overarching problem, an overall inconsistency of inquiry teaching in classrooms. There are numerous benefits associated with the implementation of scientific inquiry in today's classrooms. A key question then to investigate was whether the experience students gain by taking the course Scientific Inquiry can alter student self-efficacy beliefs which could increase the likelihood that teachers implement scientific inquiry in their future classrooms. According to the data collected for this study, participating in this course increases student self-efficacy regarding scientific inquiry and may help change the course of our nation's scientific education for the better.

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