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Using the Theory of Planned Behavior as a Framework for the Evaluation of a Professional Development Workshop

    Author: ROBIN R. PATTERSON1,*
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    Affiliations: 1: Butler County Community College, Butler, Pennsylvania 16001
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • *Corresponding author. Mailing address: P.O. Box 1203, Butler, PA 16001. Phone: (724)287-8711 ext. 365. Fax: (724)285-6047. E-mail: [email protected].
    • Copyright © 2001, American Society for Microbiology. All Rights Reserved.
    Source: J. Microbiol. Biol. Educ. May 2001 vol. 2 no. 1 34-41. doi:10.1128/154288101X14285805939475
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    Abstract:

    This purpose of this study was to use a theoretical framework based on several decades of attitudinal research to assess the intentions of Microbial Discovery Workshop participants to incorporate the inquiry activities presented at the workshop into their curricula, to evaluate the participants actual use of these activities after the workshop, and to uncover the barriers and enablers the participants faced in doing so. As a framework, the theory of planned behavior was ascertained to be an appropriate means of assessment and it was revealed that participants’ intention to use the workshop activities significantly correlated with their actual use. The participants’ attitudes toward using the activities influenced their use more than the participants’ perceptions of the social pressures that would influence their decision to use the activities or their belief as to how easy or difficult it would be to incorporate a given activity. The participants were found to be highly self-efficacious pertaining to their ability to implement the activities, but perceived self-efficacy was not a significant predictor of the participants’ intentions to incorporate the activities into their teaching-learning repertoire. The study also uncovered other behaviors the participants displayed as a result of attending the workshop consistent with the goals and objectives of the workshop organizers.

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References & Citations

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4. Bandura A 1986 The explanatory and predictive scope of self-efficacy theory J Clin Soc Psych 4 359 373 10.1521/jscp.1986.4.3.359 http://dx.doi.org/10.1521/jscp.1986.4.3.359
5. Bandura A 1997 Self-efficacy: the exercise of control W. H. Freeman & Co New York, N.Y
6. Crawley FE 1990 Intentions of science teachers to use investigative teaching methods: a test of the theory of planned behavior J Res Sci Teaching 27 685 697 10.1002/tea.3660270708 http://dx.doi.org/10.1002/tea.3660270708
7. Crawley FE III, Coe AS 1990 Determinants of middle school students’ intention to enroll in a high school science course: an application of the theory of reasoned action J Res Sci Teaching 27 461 476 10.1002/tea.3660270506 http://dx.doi.org/10.1002/tea.3660270506
8. Czerniak CM, Lumpe AT 1996 Predictors of science fair participation using the theory of planned behavior Sch Sci Math 96 355 361 10.1111/j.1949-8594.1996.tb15853.x http://dx.doi.org/10.1111/j.1949-8594.1996.tb15853.x
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14. Haney JJ, Czerniak CM, Lumpe AT 1996 Teacher beliefs and intentions regarding the implementation of science education reform strands J Res Sci Teaching 33 971 993 10.1002/(SICI)1098-2736(199611)33:9<971::AID-TEA2>3.0.CO;2-S http://dx.doi.org/10.1002/(SICI)1098-2736(199611)33:9<971::AID-TEA2>3.0.CO;2-S
15. Jesus SN, Abreu MV 1994 Study of teachers’ motivation to motivate students by the theory of planned behavior ERIC Document Reproduction Service no. ED 400 235.
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17. Koballa TR Jr 1986 Teaching hands-on science activities: variables that moderate attitude-behavior consistency J Res Sci Teaching 24 709 724
18. Koballa TR Jr, Chen C 1993 Influencing Chinese prospective elementary teachers’ decisions to teach about the environment J Elem Sci Educ 51 27 49 10.1007/BF03170643 http://dx.doi.org/10.1007/BF03170643
19. Loucks-Horsley S, Hewson PE, Love N, Stiles KE 1998 Designing professional development for teachers of science and mathematics Corwin Press, Inc. Thousand Oaks, Calif.
20. Marlow MP, Stevens E 1999 Science teachers attitudes about inquiry-based science Paper presented at the annual meeting of the National Association of Research in Science Teaching Boston, Mass.
21. Myeong J, Crawley FE 1993 Predicting and understanding Korean high school students science track choice: testing the theory of reasoned action by structural equation modeling J Res Sci Teaching 30 381 400 10.1002/tea.3660300406 http://dx.doi.org/10.1002/tea.3660300406
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23. Petty R, Caccioppo JT 1981 Attitudes and persuasion: classic and contemporary approaches WCB Group Dubuque, Iowa
24. Pryor BW 1990 Predicting and explaining intentions to participate in continuing education: an application of the Theory of Reasoned Action Adult Educ Quart 40 146 157 10.1177/0001848190040003003 http://dx.doi.org/10.1177/0001848190040003003
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26. Smith BG 1993 Teacher intentions to use and their actual use of microcomputer science laboratory interface materials in science instruction: an application of the theory of planned behavior Ph.D. dissertation. The Pennsylvania State University University Park.

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/content/journal/jmbe/10.1128/154288101X14285805939475
2001-05-01
2019-09-22

Abstract:

This purpose of this study was to use a theoretical framework based on several decades of attitudinal research to assess the intentions of Microbial Discovery Workshop participants to incorporate the inquiry activities presented at the workshop into their curricula, to evaluate the participants actual use of these activities after the workshop, and to uncover the barriers and enablers the participants faced in doing so. As a framework, the theory of planned behavior was ascertained to be an appropriate means of assessment and it was revealed that participants’ intention to use the workshop activities significantly correlated with their actual use. The participants’ attitudes toward using the activities influenced their use more than the participants’ perceptions of the social pressures that would influence their decision to use the activities or their belief as to how easy or difficult it would be to incorporate a given activity. The participants were found to be highly self-efficacious pertaining to their ability to implement the activities, but perceived self-efficacy was not a significant predictor of the participants’ intentions to incorporate the activities into their teaching-learning repertoire. The study also uncovered other behaviors the participants displayed as a result of attending the workshop consistent with the goals and objectives of the workshop organizers.

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Relationship between variables in the theory of planned behavior.

Source: J. Microbiol. Biol. Educ. May 2001 vol. 2 no. 1 34-41. doi:10.1128/154288101X14285805939475
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