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“It depends on what science teacher you got”: urban science self-efficacy from teacher and student voices

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Abstract

In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers’ effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.

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Acknowledgments

We want to thank the teachers and students at EMS who opened up their world for us to peer and hopefully, learn to inspire and encourage other science practitioners to engage in effective teaching. “Whatever character you give your children shall be their future.” Much, sincere, gratitude and appreciation goes to Dr. Yew Jin Lee from the National Institute of Education (Singapore) and his incredible knowledge, critique, and patience in helping make this manuscript so much better. His optimism and insight made the revision experience very pleasurable. The research reported in this manuscript was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant number R305A090145 to The University of Cincinnati. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.

Author information

Authors and Affiliations

  1. Utah State University, Logan, UT, USA

    Virginia L. J. Bolshakova

  2. University of Cincinnati, Cincinnati, OH, USA

    Carla C. Johnson

  3. University of Toledo, Toledo, OH, USA

    Charlene M. Czerniak

Authors
  1. Virginia L. J. Bolshakova
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  2. Carla C. Johnson
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  3. Charlene M. Czerniak
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Corresponding author

Correspondence to Virginia L. J. Bolshakova.

Additional information

This paper attempts to target a particular group of students at one middle school that is specifically underperforming in this district. We respect individual preferences regarding ethnic labels, and apologize for any insensitivity. We chose to use the noun ‘Hispanic’ defined by The New York Times’ Manual of Style and Usage as a people ‘descended from a Spanish-speaking land or culture,’ yet are aware of the varying opinions of this broad term. All students interviewed were either new immigrants to this country (from Mexico or Uruguay (one case)), or were first-generation immigrants (born to parents that had immigrated to the USA from Mexico before their birth).

Appendices

Appendix A

Student interview instruments used in the study

Science Self-efficacy Inventory Questions Explored during Interviews One and Three (pre/post year questions in regards to science self-efficacy)

Interviews were administered September, 2006 and April, 2007

  1. 1.

    Imagine I am a new student at your school, and your principal has asked you to show me around the school. I go with you to all your classes and sit with you to get a feeling of what the different classrooms are like. Visualize we go to your science class, what would I see happening, what would be going on? Describe to me what an hour is like in your science class.

  2. 2.

    If I wanted to be successful in your science class, what would I need to do in order to be successful in your science class? What is success? What do you do to be successful in science? What would be some rewards of being successful in science?

  3. 3.

    How much do you feel you’ve learned in science this year? Does it come naturally to you? How do you compare yourself to your classmates in science?

  4. 4.

    You just told me you learned … (what students inform me they have learned)…this year. How often do you (see, hear, do (what students inform me they have learned) at home or when you are not in your science class? What do your parents think about science?

  5. 5.

    Say your science teacher gave you a very challenging assignment and you were allowed to choose any partner you would like to work with on the assignment or you could choose to work alone. Which would you choose? Explain. Have you gotten opportunities to work like that this year? How often?

  6. 6.

    When you are learning something new in science, what is the best way for you to understand and remember the information? What do you do outside of the classroom or at home to help you learn science?

  7. 7.

    You’ve been in the classroom for almost a year now, looking back over the year what have you spent most of the time on in your science class? What about testing? (What are those like?) What about “experiments?”(What are those like?)

  8. 8.

    When you look into the future, what do you see yourself doing? Do you think you will use science in your job?

  9. 9.

    What things do you do in your science class that are the most fun for you? Which one’s make you understand science the best?

  10. 10.

    Who do you think of when you think of a scientist in your community? In the world?

  11. 11.

    What is scientific knowledge? How is scientific knowledge made?

Warm-up questions for interview one

Background School Interests

  1. 1.

    What is your favorite subject? What makes it your favorite subject?

  2. 2.

    Do you like going to school? What is it about school that makes you (enjoy/not like) going?

  3. 3.

    What does school mean to you? What makes you go to school?

  4. 4.

    When you look into the future what do you see yourself doing?

  5. 5.

    What are your parents’ expectations of you in the future? What are they now?

  6. 6.

    Say you had 1 day to do anything that you wanted, this is your day to choose what happens that day, what would your ideal day be like?

  7. 7.

    Is there one class you enjoy more than all others?

Building Rapport with the Students and Getting to Know Students More on a Personal Level/Life History

Interview Two Questions Administered in January 2007

  1. 1.

    When and where were you born?

  2. 2.

    Where did you grow up?

  3. 3.

    Do you have any siblings? What are they like?

  4. 4.

    How would you describe yourself?

  5. 5.

    What is your best/favorite memory?

  6. 6.

    Do you have any nicknames? How did you get it?

  7. 7.

    Who are your best friends? What are they like?

  8. 8.

    Do you enjoy school?

  9. 9.

    What kind of student are you?

  10. 10.

    What do you like to do for fun?

  11. 11.

    What are your best memories from school?

  12. 12.

    Do you have or have you had a teacher in the past that really has impacted or changed your life? Tell me about them.

Appendix B

Teacher interview instruments used in the study

From the Teacher’s Perspective

Teacher Interview Questions

  1. 1.

    As you know, I’ve been interviewing a few of your students this year. I’d like for you to tell me about … (each student interviewed). With focus on work ethic, on-task, science ability, science enthusiasm, completes assignments, peer relations, etc.

  2. 2.

    Describe your science teaching philosophy. Or what is your mission as a science teacher?

  3. 3.

    Describe your science classroom environment. What would I see happening in your science class?

  4. 4.

    What types of instructional methods do you find to be most helpful for students to understand and remember new science information?

  5. 5.

    If I were a student in your science class, what would I need to do, in order to be successful?

  6. 6.

    What is success in your science class?

  7. 7.

    What things do you do in your science classes that are the most fun for you?

  8. 8.

    How do you show your students that you care if they are learning in your class?

  9. 9.

    What is your personal opinion about providing extrinsic motivational rewards, like the auction, for students’ achievement at the middle school level?

  10. 10.

    In my study, I’ve been exploring middle school science students’ self-efficacy in science. In interviews, I have asked them about their opinions in regards to science and opinions about themselves as science students. Self-efficacy is defined as one’s perceived capabilities for learning or performing actions at designated levels. As these students’ teacher, what are some ways you support and enhance students’ efficacy towards learning in science in your classroom?

Appendix C

Items corresponding to instruments and interpretation scales used in the study

Corresponding Items used in Interview Question Development & Interpretation of Student Responses (Britner, 2002)

Science Grade Self-Efficacy Items

  1. 1.

    Using the scale above, how confident are you that you will pass science class at the end of this semester? (A Likert-type Scale was used ranging from High (Very Confident) to Low (I don’t think I will pass my science class).

  2. 2.

    How confident are you that you will pass science at the end of this semester with a grade better than a D?

  3. 3.

    How confident are you that you will get a grade better than a C?

  4. 4.

    How confident are you that you will get a grade better than a B?

  5. 5.

    How confident are you that you will get an A?

Science Self-Concept Items

  1. 1.

    Compared to others my age I am good at science.

  2. 2.

    I get good grades in science.

  3. 3.

    Science is easy for me.

  4. 4.

    I am not good at science work.

  5. 5.

    Learning how to be better in science is easy for me.

  6. 6.

    I have always done well on science assignments.

Science Anxiety Items

  1. 1.

    Taking science tests does not scare me.

  2. 2.

    Science makes me feel uneasy and confused.

  3. 3.

    I have usually been at ease in science classes.

  4. 4.

    I almost never get uptight while taking science tests.

  5. 5.

    I get really uptight during science tests.

  6. 6.

    I get a sinking feeling when I think of trying hard science assignments.

  7. 7.

    My mind goes blank and I am unable to think clearly when doing science.

  8. 8.

    Science makes me feel uncomfortable and nervous.

  9. 9.

    I have usually been at ease during science tests.

  10. 10.

    I am afraid of doing science assignments when I know they will be graded.

  11. 11.

    Just thinking about science makes me feel nervous.

Self-Efficacy for Self-Regulation

  1. 1.

    How well can you finish your homework on time?

  2. 2.

    How well can you study when there are other interesting things to do?

  3. 3.

    How well can you concentrate on your school work?

  4. 4.

    How well can you remember information presented in class and in your school books?

  5. 5.

    How well can you arrange a place to study at home where you won’t get distracted?

  6. 6.

    How well can you motivate yourself to do schoolwork?

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Bolshakova, V.L.J., Johnson, C.C. & Czerniak, C.M. “It depends on what science teacher you got”: urban science self-efficacy from teacher and student voices. Cult Stud of Sci Educ 6, 961–997 (2011). https://doi.org/10.1007/s11422-011-9346-2

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