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A Teacher's Reflections on Her Actions to Improve Her Female Students' Self-Efficacy Toward Science

Michelle L. Bohrmann and Valarie L. Akerson
Journal of Elementary Science Education
Vol. 13, No. 2 (Fall, 2001), pp. 41-55
Published by: Springer
Stable URL: http://www.jstor.org/stable/43156116
Page Count: 15
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A Teacher's Reflections on Her Actions to Improve Her Female Students' Self-Efficacy Toward Science
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Abstract

This 4th-grade teacher engaged in an action research project to help her focus on implementing specific teaching strategies geared toward increasing girls' self-efficacy toward science. She provided her female students with experiences to improve their beliefs that they could be scientists. She maintained a detailed journal of her reflections on her practice to track her developing teaching approach and her impressions of how her students' self-efficacy changed. The teacher-researcher found that through the action research project and her reflections, she was able to make a positive impact on her female students' self-efficacy, and she was able to become a more thoughtful, reactive teacher.

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