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1.
Inadequate science knowledge of preservice teachers enrolled in science methods courses not only limits their mastery of effective teaching practices, but also may foster negative attitudes toward science teaching. This study investigated the influence of science knowledge upon attitudes toward science teaching in a one-semester elementary science methods course by embedding a videodisk-based instructional component to remediate knowledge deficiencies. Preservice teachers in the experimental group first learned core concepts in physical and earth science through a series of 24 interactive videodisk lessons and then used the concepts as a foundation for preparing and presenting model science lessons. Results showed that the experimental group overcame their initial knowledge deficiencies by mastering the core concepts presented (mean proportion correct on mastery test = 0.91), with multivariate covariance analysis confirming that the experimentals gain in science knowledge was significantly greater than comparable controls in the parallel science methods sections. Additionally, as a result of mastering the core concepts underlying earth science, preservice teachers using the videodisk instruction also displayed significantly greater confidence in their understanding of science knowledge and more positive attitudes toward science teaching at the elementary levels. Implications for improving elementary science teaching through preservice and in-service training are discussed. 相似文献
2.
David L. Haury 《科学教学研究杂志》1989,26(6):503-517
Science locus of control (SciLOC) orientation is examined as a predictor of attitudes toward science teaching among 104 preservice elementary school teachers. SciLOC orientation refers to beliefs people hold regarding their personal efficacy, or ability to influence the outcome of events, in situations where decisions or actions require either the application of scientific knowledge or the use of reasoning skills associated with scientific thinking. A causal model that links such beliefs to attitudes toward science teaching was formulated and tested in this study. Multiple regression analysis demonstrates that 46% of the variance in attitudes toward science teaching expressed by subjects in the sample studied can be explained by SciLOC orientation. Path analysis of the proposed causal model accounts for 57% of the variance in expressed attitudes and 11% of the variance in SciLOC orientation. These results are interpreted as evidence that SciLOC orientation is a major contributor to attitudes expressed toward science teaching among preservice elementary teachers, with the major contributors to SciLOC orientation remaining to be identified. A troublesome relationship between expressed attitudes and academic performance in college science is also noted. 相似文献
3.
George Wenner 《Journal of Science Education and Technology》1993,2(3):461-468
Aspects of science background knowledge and attitudes toward teaching science were examined among preservice elementary teachers. The results indicated a low level of science knowledge, a negative relationship between science knowledge and attitude toward teaching science, and a marked lack of confidence toward teaching science among the prospective teachers. Some interesting paradoxes were also found. Recommendations concerning preservice preparation, inclusion of academic science coursework, and collaborative efforts between college departments are offered. 相似文献
4.
Dr. Linda R. DeTure Eileen Gregory Brian G. Ramsey 《Journal of Science Teacher Education》1990,1(3):49-53
Conclusion The goals of this project were to design and implement a series of courses that would better prepare elementary school teachers
to teach science and would promote positive attitudes toward science and science teaching. The initial offering of the first
series of courses met with moderate success. Although the courses fostered an increase in cognitive knowledge, the magnitude
of the improvement was not what we had anticipated. There was no significant improvement in the attitudes of the students
toward science or science teaching.
The science course has been revised and is currently being offered for both preservice and inservice teachers. The revisions
include lengthening the class time, so that the material can be covered at a more relaxed pace, and increasing the amount
of active team teaching by the instructors to further emphasize the interrelations between chemistry and biology and to eliminate
the fragmentation of the course. It is hoped that these changes will also have a positive impact on the students’ attitudes
toward the course and thus toward science in general. 相似文献
5.
Dennis W. Sunal 《科学教学研究杂志》1982,19(2):167-175
The study investigated affective changes in elementary preservice teachers during a formative period and related these changes to the development of specific classroom science teaching behaviors. Thirty preservice teachers were randomly selected from a population involved in a field oriented methods course program. Analysis of pre and post affective measures and concurrent measures of perception and performance of teaching behaviors during this formative period found significant developmental relationships. The results suggest the effective use of instruments measuring certain affective changes during a formative period and moderate to strong predictive effects of the development and perception of classroom teaching behaviors. The affective changes which demonstrated relationship with teaching behavior included specific aspects of interests and attitudes toward teaching science and children learning science. No relationship was found with preservice attitudes toward nature. 相似文献
6.
This study provides a test of a theory which suggests that student perceptions of their classroom environment affect their attitudes toward science. Using the statistical technique of cluster analysis, 27 high school science classes were divided into three distinct clusters which were most distinguishable by the amount of involvement, affiliation with students, teacher support, order and organizations, and innovative teaching strategies. One of the clusters provided a classroom environment which was significantly different from the other two and the students in that environment had more positive attitudes toward science. The dimensions of the classroom environment which make a difference are those which teachers may develop and change in order to enhance the science attitudes and, possibly, the science achievement of their students. 相似文献
7.
This study aims to explore preschool teachers’ attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, the study investigates if their attitudes are related to factors such as educational level, years of teaching experience, and the school type they work in. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara, Turkey. The data were collected by administering the Early Childhood Teachers’ Attitudes toward Science Teaching Scale. Our analyses indicate that there is a significant but weak link between preschool teachers’ attitudes toward science teaching and the frequency of science activities that they provide in the classroom. Further, while teachers’ characteristics such as educational level and experience are found to play an insignificant role on the overall measures of the scale, type of school appears to be a major factor in explaining the attitudes toward science teaching. 相似文献
8.
Mark R. Malone 《科学教学研究杂志》1984,21(7):755-768
This study assessed the effectiveness of conducting an elementary science methods course based on the Concerns Based Adoption Model (CBAM) upon the concerns and attitudes of pre-service elementary teachers (PSTs). PSTs were randomly assigned to one of three treatment groups. The three groups included a traditional science methods course, a course based on the theoretical development of concerns, and a course based on the actual measured concerns about teaching an elementary science methods course. Hypotheses were tested to determine if the traditional or either concerns based science methods course was more effective in improving attitudes or advancing PST concerns about teaching science. Two instruments—; The Stages of Concern Questionnaire and the Science Teacher Attitude Scales—; were used to gather pretest, posttest, and delayed posttest data. Analysis of study results indicated that PST attitude toward science and science teaching improved and concerns about teaching science shifted from lower to higher stages of concern in all three treatment groups as predicted by Concerns Theory. However, none of the methods courses proved superior in affecting concerns or attitudes of pre-service teachers. The study concludes that either one semester is too short a time to affect the desired shifts in attitudes and concerns, or that the diagnostic instruments currently available to measure concerns and attitudes are not sensitive or specific enough to measure subtle changes of interest in a research study. The author suggests that research instruments be developed specifically for preservice teachers for this purpose. 相似文献
9.
This article is a report of elementary school teachers' beliefs about and uses of text material in science. Survey results from 522 K-8 teachers from 299 schools in the United States, Puerto Rico and the Virgin Islands were analyzed along three dimensions: teacher attitudes toward teaching of reading in science; teacher beliefs and understanding about models of reading, factors influencing science reading and reading skills; and teacher use of various teaching strategies. Results suggest that teachers do not see reading science as different from any other narrative material. And though most agreed to the importance of having students do activities to support and enhance the use of text material, responses suggest that covering topics is still a concern for most elementary teachers. 相似文献
10.
Sandra I. van Aalderen-Smeets Juliette H. Walma van der Molen Erna G. W. C. M. van Hest Cindy Poortman 《International Journal of Science Education》2013,35(2):238-256
ABSTRACTThis study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers’ attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers’ attitudes. Teachers felt less anxious about teaching science and felt less dependent on contextual factors compared to the control group. With regard to attitude towards conducting inquiry, teachers felt less anxious and more able to conduct an inquiry project. There were no effects on other attitude components, such as self-efficacy beliefs or relevance beliefs, or on self-reported science teaching behaviour. These results indicate that practitioner research may have a partially positive effect on teachers’ attitudes, but that it may not be sufficient to fully change primary teachers’ attitudes and their actual science teaching behaviour. In comparison, a previous study showed that attitude-focused professional development in science education has a more profound impact on primary teachers’ attitudes and science teaching behaviour. In our view, future interventions aiming to stimulate science teaching should combine both approaches, an explicit focus on attitude change together with familiarisation with inquiry, in order to improve primary teachers’ attitudes and classroom practices. 相似文献
11.
Patricia M. Schwirian 《科学教学研究杂志》1969,6(3):203-213
The purpose of this study is to ascertain what personal and professional characteristics are related to elementary attitudes toward science and the scientific institution. The Schwirian Science Support Scale (TRI-S) was administered to 191 elementary teachers and analysis of variance was used to analyze the data. The personal characteristics examined are: (1) age; and (2) religious preference. The six professional characteristics explored are: (1) highest academic degree held; (2) semester hours of college science; (3) type of undergraduate institution attended; (4) years teaching experience; (5) grade level taught; and (6) the nature oj the teaching experience, i.e., continuous or interrupted. Of these eight independent variables, age is associated with the greatest attitudinal differences, the younger teachers expressing the more positive attitudes toward science. Teachers who graduated from state schools had more positive attitudes than those who came from private, liberal arts institutions. There was also a positive association found between number of hours in science and positive science attitudes. 相似文献
12.
Evelaine Pendergast Rebecca G. Lieberman-Betz Cynthia O. Vail 《Early Childhood Education Journal》2017,45(1):43-52
This study explored infield prekindergarten teachers’ attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers’ previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward science. The sample consisted of 112 prekindergarten teachers. Findings suggest prekindergarten teachers may be more comfortable with conducting and integrating science activities and understanding the benefits of science for young children’s global development than previously thought. However, teachers continue to indicate feelings of inadequacy and anxiety toward their own science knowledge and ability to support children’s scientific learning. Future research should examine additional methods of assessing science teaching in prekindergarten classrooms, such as direct observation, as well as the impact of professional development on attitudes, beliefs, and practices of prekindergarten teachers when teaching science. 相似文献
13.
This study assessed the effectiveness of one science teacher education program designed to be a model program. The study provided evidence that preservice science teacher education can have a very positive effect on the development of preservice science teachers into effective practicing teachers. Thirty program graduates completed a pilot version of the 1985 National Survey of Science and Mathematics Education providing information on course objectives, teaching strategies, equipment use, time allocation, and textbook use. The responses of program graduates were compared to the responses of a select national sample of teachers. All teachers in the comparison group were from programs in the Search for Excellence in Science Education, Presidential Award winners, recognized as outstanding state science teachers, employed as department chairs, or actively involved in the development of science curriculum. Analysis of the responses indicated that both program graduates and comparison group teachers had similar course objectives and teaching strategies, used materials and equipment a similar amount of time, and allocated class time in similar ways. In another component of the study, students of 37 program graduates completed a questionnaire that assessed their attitudes toward science teachers, science classes, and the study of science. Analysis of attitudinal data from their 2871 students indicated that students of program graduates generally had positive attitudes. For instance, 89% of the students perceived their science teacher as asking questions and 80% perceived their science teacher as letting them ask questions. In general, the data are in stark contrast to the images obtained from National Assessment efforts. 相似文献
14.
Transferring theory into practice: A model for professional development for science education reform
David L. Radford 《科学教学研究杂志》1998,35(1):73-88
Instituting reform in science education requires teachers who are knowledgeable in science content, process, and inquiry pedagogy. Most elementary and middle-grades teachers are not teaching reform-based science and need training to be able to do so. Project LIFE, a state systemic initiatives professional development program for middle-grades life science teachers, has been successful in improving the science content knowledge, process skills, and attitudes toward teaching science of 90 teachers during the first 3 years of the project. Data collected through classroom observations, surveys, and tests given to students of project teachers and students of matched nonproject teachers revealed a significant positive impact of the project in classrooms. The essential characteristics of the project are described as a guide for individuals planning or delivering reform-based science education professional development. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 73-88, 1998. 相似文献
15.
Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks
Larry D. Yore 《科学教学研究杂志》1991,28(1):55-72
Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents. 相似文献
16.
Grade 10 students' perceptions of classroom practices and activities, as well as their attitudes toward science teaching and school science, were assessed in the Westend School District (pseudonym) in British Columbia, using both quantitative (statistics of Likert-type scales) and qualitative (critical interpretive analysis of interview data) methods. The major findings of the study were that students do not appreciate the most prevailing contemporary practices in science classes, perceived by them as mainly the copying of the teacher's notes, and that they prefer science teaching and learning in which they take an active and responsible part. Additionally, teaching style appears to be the major determinant of high school students' attitudes toward science and science teaching. No change in students' perceptions of and attitudes toward science teaching and school science (in 1989 compared with 1986) could be detected in spite of the impact made by the recently advocated constructivist and science-technology-society (STS) approaches on science curriculum and science education. It is argued, therefore, that more emphasis must be placed on the science teachers' role and their teaching style if an educational change in the constructivist/STS direction is to be achieved. 相似文献
17.
Response-shift bias occurs when participants' initial constructs, such as self-efficacy in teaching science, are incomplete because they do not fully conceptualize something they have yet to experience. This study examines whether elementary pre-service teachers can consistently evaluate constructs such as self-efficacy and attitudes toward science throughout an elementary methods course. After the administration of traditional pre-tests, retrospective pre-tests, and post-tests, this study examined whether a response-shift bias consistently occurred in scales indicating science teaching self-efficacy (as measured by the Science Teaching Efficacy Beliefs Instrument-B), attitudes toward science (modified Attitudes Toward Science Inventory), and relevancy of science (Changes in Attitudes about the Relevancy of Science). Results indicate that a significant response-shift bias occurred in the scales relating to self-efficacy, confidence, and attitudes toward science; while no response-shift bias occurred in scales relating to outcome expectancy, value, and relevancy of science. Our data provide evidence that response-shifts naturally discriminate among different constructs and that participants successfully and consistently reported certain constructs over time which may be of interest for program evaluators and self-efficacy researchers. This research could have implications for program evaluators and researchers who need to measure program impacts on pre-service teachers with limited science-teaching experiences. 相似文献
18.
A questionnaire regarding attitudes toward science and scientific knowledge (Yager & Yager, 1985b) was administered to 143 intellectually gifted (IQ > 130) and intellectually average third-, seventh-, and eleventh-grade students. Measures of internal reliability on four attitude subscales and a content knowledge subscale are reported. Three-way ANOVAs comparing grade, sex, and ability revealed significant differences between average and gifted students in attitudes toward being a scientist, usefulness of science, and, as might be expected, in knowledge of science. Similarly, there were significant differences between grades on attitudes toward teachers and toward science classes, with the most favorable attitudes expressed in third grade, next most favorable in eleventh grade, and clearly more negative attitudes expressed by students in seventh grade. There also was a significant interaction between grade level and ability regarding attitudes toward science classes. In contrast to what might be expected from reported differences between males and females in attitudes toward science, gender as a separate variable did not have a significant main effect in any of the comparisons. 相似文献
19.
This paper reports the development of attitudes to science and science teaching scales for primary teachers. The investigation is part of a project intended to improve pupil achievement in science in 16 English city schools. The baseline performance of the attitude scales is reported with 76 teachers, half of whom formed a control group. The 49-item attitudes to science teaching scale of Cronbach-alpha reliability 0.96 has sub-scales of practical science teaching and professionalism. The project teachers were less confident of teaching science than teaching the English language. They particularly lacked confidence in teaching physical processes, 'guided discovery' investigations and planning lessons within the National Curriculum as required in English schools. Attitude findings suggest appropriately focused in-service might be successful. Being a promoted teacher with some subject or administrative responsibility tends to lower certain attitudes to effective science teaching. This 'regression upon promotion effect' is speculated to be a consequence of the demands of the English school National Curriculum. 相似文献
20.
This study examines the effect of an in-service education program emphasizing problem solving on teacher attitudes toward teaching science and on teaching behaviors. Twenty-two middle school science teachers participated in the program and another 22 served as the control group. The two groups were similar in terms of gender, teaching status, educational background, and professional activity during the treatment period. Before and after the eight-month project, subjects completed attitude surveys and recorded videotapes of themselves teaching science lessons. No difference was noted between the groups on the attitude measure. The videotapes were analyzed using a coding scheme developed for use in this study. A multivariate analysis of variance performed on the observational data showed a significant difference between the groups on the postworkshop measure. The experimental-group teachers shifted to more student-centered classrooms, with less lecture and procedural talk. This study provides evidence that an extended in-service education program can affect the teaching behaviors of science teachers in the middle grades. 相似文献