The research presented in this study investigates the effect of the COVID-19 pandemic on teacher self-efficacy with delivering design-based learning to elementary students and identifies what resources and support teachers need to administer online or blended learning delivery of design-based learning with elementary students in the current environment. The population was elementary teachers teaching STEM content and this study included a sample of four elementary STEM teachers teaching in rural and suburban communities. Each participating teacher completed the Teacher Efficacy and Attitudes Toward STEM Survey (T-STEM) (Friday Institute for Educational Innovation, 2012) to reveal their overall self-efficacy with delivering STEM content, followed by participating in a semi-structured interview consisting of queries targeting both research questions. This 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 change in STEM education as a priority were revealed as contributors to this temporary decrease in the teachers' self-efficacy. To remediate this, teachers reported condensing activities and the Engineering Design Process to accommodate the virtual environment for a traditionally hands-on instructional strategy. Teachers cited fellow educator support, previous coursework, additional time, and access to teacher resources as resources and support that would be beneficial in the current environment. / Doctor of Philosophy / The research presented in this study investigates the effect of the COVID-19 pandemic on teacher self-efficacy, or confidence, in using an instructional approach to STEM education with elementary students and identifies what resources and support teachers need to use this instructional strategy online or in blended learning settings, a combination of both online and in-person education. The instructional strategy, design-based learning, allows students to use design-thinking to apply the knowledge they are learning to a construct (Doppelt et al., 2008). This study included a sample of four elementary STEM teachers teaching in rural and suburban communities. Each participating teacher completed the Teacher Efficacy and Attitudes Toward STEM Survey (T-STEM) (Friday Institute for Educational Innovation, 2012) to reveal their overall self-efficacy with delivering STEM content, followed by participating in an interview. Prominent topics, or themes, revealed from the interviews revealed a temporary decrease in the teachers' self-efficacy at the beginning of the shift to a virtual environment at the beginning of the global pandemic. A lack of student access to resources at home, the teachers' lack of control and support for the student in a real-time manner, and a change in STEM education as a priority were revealed as contributors to this temporary decrease in the teachers' self-efficacy. To address this, the teachers reported condensing activities and the Engineering Design Process to accommodate the virtual environment for a traditionally hands-on instructional strategy. Teachers cited fellow educator support, previous coursework, additional time, and access to teacher resources as resources and support that would be beneficial in the current education system.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/103067 |
| Date | 20 April 2021 |
| Creators | Sain, Jessica Irene |
| Contributors | Education, Vocational-Technical, Bowen, Bradley D., Fogelsong, Donna Fortune, Kniola, David J., Lockee, Barbara B. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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