Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration
Erin Ingram, Patricia Wonch Hill, Dena Harshbarger, Jenny Keshwani
Education Sciences
Urban Farm DB summary
A 2024 study examines the impact of the "Garden TOOLS" garden-based technology integration program on science teaching self-efficacy among 39 elementary pre-service teachers (PSTs) enrolled in a 300-level science methods course in the rural Midwest, US. Using the STEBI-B instrument to measure change in personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE) before and after the intervention, it found that participants in the Garden TOOLS professional development workshops showed a statistically significant increase in PSTE from pre- to post-workshop, and that participants who also implemented the Garden TOOLS lesson in practicum showed increases in both PSTE and STOE.