Can informal science education institutions (ISIs) influence the self-efficacy of pre-service and inservice primary school teachers? The results of this research showed that four hours of science centre style workshops increased the science teaching self-efficacy of pre-service and in-service teachers, with observable results for at least 11 months after the completion of the workshops. Participants identified science centres as a source of inspiration, support and training for teachers. Science centres, and arguably other ISIs, can positively influence the science teaching self-efficacy of teachers with long term effects, and partnerships between the two sectors could enact positive reforms within science education.

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Public Communication of Science and Technology

 

Motivator, supporter, trainer
Science centres and their role with primary school teachers

Merryn McKinnon   Centre for the Public Awareness of Science, Australian National University

Can informal science education institutions (ISIs) influence the self-efficacy of pre-service and inservice primary school teachers? The results of this research showed that four hours of science centre style workshops increased the science teaching self-efficacy of pre-service and in-service teachers, with observable results for at least 11 months after the completion of the workshops. Participants identified science centres as a source of inspiration, support and training for teachers. Science centres, and arguably other ISIs, can positively influence the science teaching self-efficacy of teachers with long term effects, and partnerships between the two sectors could enact positive reforms within science education.

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