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Project-Based Learning in Teacher Education: Effect on Prospective Science Teachers’ Science Teaching Efficacy Beliefs
Science teaching efficacy beliefs(STEBs) of prospective science teachers predict their success in their future science teaching. This research study was designed to examine the effect of the project-based learning approach (PjBL) on the STEBs of prospective science teachers. A quasi-experimental design with a pretest-posttest control-group research design was used. The study was delimited to the prospective teachers at a public university in Lahore, Pakistan. Science Teaching Efficacy Belief Instrument was adapted as a tool for data collection. The instrument was validated through the experts’ opinions, and the reliability of the instrument was established through pilot testing. The experimental group was taught by the PjBL approach, whereas the traditional teaching approach was used to teach the control group. Independent samples t-test was used to compare the STEBs of prospective science teachers of both groups after intervention. Findings revealed that STEBs of prospective science teachers were enhanced by applying PjBL. It is suggested to incorporate the PjBL approach in the training of science teachers
PhD Scholar, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan
Chairman, Department of Educational Research and Evaluation, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan