Elementary teacher self-efficacy with design-based learning in virtual and blended educational settings

Simple item page
dc.contributor.authorSain, Jessica I.en
dc.contributor.authorBowen, Bradley D.en
dc.date.accessioned2023-01-30T20:24:03Zen
dc.date.available2023-01-30T20:24:03Zen
dc.date.issued2022-09-08en
dc.date.updated2023-01-30T15:46:26Zen
dc.description.abstractThis study investigates the effect of the COVID-19 pandemic on teacher self-efficacy with delivering design-based learning to elementary students in online or blended settings. This study also identifies what resources and supports teachers need to engage elementary students in design-based learning in online or blended settings. The population for this study was elementary teachers teaching STEM content and included a sample of four elementary STEM teachers from rural and suburban communities. Each participating teacher completed a semi-structured interview consisting of queries targeting both research questions within the study. The results of the qualitative analysis revealed a temporary decrease in teachers’ self-efficacy at the beginning of the shift to a virtual environment. A lack of student access to resources at home, the teachers’ lack of control and support for the student in a synchronous manner, and a shift in priorities for STEM education contributed to the temporary decrease in the teachers’ self-efficacy. To remediate this, teachers reported condensing activities and the Engineering Design Process. They cited fellow educator support, previous coursework, additional time, and access to teacher resources as supports that would be beneficial in the current environment.en
dc.description.versionPublished versionen
dc.format.extentPages 5-11en
dc.format.mimetypeapplication/pdfen
dc.identifier.issn1526-2367en
dc.identifier.issue3en
dc.identifier.orcidBowen, Bradley [0000-0003-3987-308X]en
dc.identifier.urihttp://hdl.handle.net/10919/113569en
dc.identifier.volume23en
dc.language.isoenen
dc.publisherInstitute of STEM Education and Researchen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.titleElementary teacher self-efficacy with design-based learning in virtual and blended educational settingsen
dc.title.serialJournal of STEM Education: Innovations and Researchen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/School of Educationen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Sain_Bowen_Elementary.pdf
Size:
1.49 MB
Format:
Adobe Portable Document Format
Description:
Published version
Download

Collections

All Faculty Deposits
Open Access Subvention Fund Articles
Scholarly Works, School of Education