Mathematics-related anxiety and attitudes: examining the impact among Latina preservice teachers

The purpose of this study was to investigate mathematics-related anxiety and attitudes among Latina preservice teachers. Three sections from the Inventory of Mathematics Attitudes, Experience, and Self Awareness were administered to preservice teachers enrolled in a curriculum and instruction mathematics course during the 1st semester of a 2-semester credential program. Pre- and postsurvey data were examined among female students. There were significant differences on 5 statements that suggest positive perceptions about mathematics and 5 statements that suggest negative perceptions about mathematics. We discuss strategies to reduce mathematics anxiety and address attitudes in preservice teachers.     

Relationships between formal reasoning ability,locus of control,academic engagement and integrated process skill achievement

Twelve pupils from each of thirteen middle school science classes participated in the study. Measures were obtained for each pupil on nine engagement modes. Two engagement measures, attending and generalizing, together with formal reasoning ability, were related to process skill achievement and retention. Formal reasoning ability was the strongest predictor of process skill achievement and retention, accounting for approximately 36% of the variance in each case. Formal reasoning ability and locus of control were each correlated with specific engagement modes. Formal reasoning ability was positively related with rates of generalizing and comprehending. Locus of control was significantly related with rates of attending and total engagement.     

The effect of problem-based learning on the environmental attitudes of preservice science teachers

This study attempted to investigate the effect of problem-based learning (PBL) on the environmental attitudes of preservice science teachers. In the study, an experimental design was used with a pre-test and post-test control group. In all, 51 junior preservice science teachers participated in the study. The study was carried out over 10 weeks within the scope of an environmental science course. During the study, lessons in the experimental group were processed using a PBL approach while lessons in the control group were processed using a traditional teaching approach. Data were collected through a personal information form and environmental attitudes inventory. Data were then analysed using PASW Statistics 18 (SPSS Inc.). The findings of the study revealed a statistically significant increase in favour of the experimental group preservice science teachers’ environmental attitudes. An increase in environmental attitudes was also found in the control group; however, this increase was not statistically significant. As a result, PBL was found to be more effective than the traditional teaching approach in the development of environmental attitudes in preservice science teachers.     

Tracing conceptual change in preservice teachers

This article reports on a study examining changes in preservice teachers' conceptions of teacher planning associated with a year-long course on Curriculum, Instruction, and Assessment. Changes were measured by pre and post concept maps. Conceptions of planning on pre-maps differed significantly by certification level (elementary or secondary). Conceptions on post maps differed significantly by course instructor (three sections). Qualitative shifts in responses on pre and post maps are also noted. A new method is described for determining group patterns of response, and depicting them graphically. This method makes analysis of concept maps more practical for educators (less time consuming), and thus may contribute to further program evaluation studies.     

The effect of cognitive responses on the attitudes of preservice elementary teachers toward energy conservation

The investigation attempted to determine if subjects' cognitive responses to a persuasive communication are more highly correlated with attitude change than the recall of arguments presented in the communication. Subjects were exposed to a systematically designed persuasive communication and then tested for their retention of arguments presented in the communication and cognitive responses. Attitude change was significantly correlated with cognitive responses elicited immediately following the persuasive communication and cognitive responses recalled three weeks later. There was no significant correlation between recall of communication arguments and attitude change. The results offer a plausible explanation for the contradictory findings reported in the science education literature regarding the dissipation of attitudes changed using persuasive communication.     

Ambivalent implicit attitudes towards inclusion in preservice PE teachers: The need for assessing both implicit and explicit attitudes towards inclusion

Explicit attitudes towards inclusion are increasingly investigated in (preservice) teachers. However, few studies examine implicit attitudes towards inclusion, despite the advantage of being less sensitive to social desirability. Since inclusion is a sensitive topic, we aimed to investigate implicit and explicit attitudes towards inclusion as well as interactions between these attitudes. Using the Single-Target Implicit Association Test, early semester preservice teachers exhibited ambivalent implicit attitudes and positive explicit attitudes. Implicit attitudes were negatively correlated with explicit attitudes. Methodological and contentual explanations for these findings are discussed and theory-based implications for university education are suggested.     

Religion and attitudes of college preservice teachers toward students with disabilities: implications for higher education

The study examined attitudes toward school inclusion of students with disabilities of 1,145 prospective teacher trainees from six national/religious groups in eleven colleges in Israel: The groups were secular, religious and ultra-orthodox Jews and Muslim, Christian and Druze Arabs. Participants responded to the “Opinion Related to Inclusion Scale”. Trainees in all six groups supported the principle of inclusion while simultaneously recognizing the need for segregated special education placements. Several significant group differences were found on the total score and the factor scores. The most supportive group of inclusion (i.e., the strongest rejection of segregation and the least concern about behavior problems) was the Jewish secular group followed by the Jewish religious group. The least support for inclusion was found for the ultra-orthodox Jewish group and the Arab groups. Implications for the preparation of educators in institutions of higher education were discussed.     

The effect of videotape and written channels of communication on the science attitudes of preservice elementary teachers

The purpose of this study was to assess the effect of two channels of communication on attitude change in preservice elementary teachers toward the teaching of science. A science attitude scale was administered as a pretest, posttest, and retention test to 66 preservice elementary school teachers. One analysis of variance for repeated measures was conducted. It was found that videotape and written channels of communication were equally effective in science attitude change.     

Credibility and persuasion: A sociopsychological approach to changing the attitudes toward energy conservation of preservice elementary school science teachers

Tested was the effect of two persuasive messages presented by a credible communicator on the attitudes toward energy conservation of 180 preservice elementary teachers. The study asked the following questions: (1) Can attitudes toward energy conservation be positively changed with a brief, belief-laden communication? (2) Do positive attitude gains between pre- and post-tests, if any, dissipate within three weeks following the treatment? (3) Do the integrated and the nonintegrated communications affect energy attitudes of three subgroups (abstract, concrete differentiator and concrete thinkers) of the sample differently? The important finding was that both experimental treatments, integrated and nonintegrated, were equally effective and significantly more effective in attitude change than the control. Secondly, the finding that neither experimental treatment dissipated in effect, at least for three weeks, suggests some duration of brief treatment periods. And finally, the attitude changes are as likely to occur when concrete differentiators are presented with a nonintegrated as an integrated treatment, but abstract thinkers exposed to the integrated treatment and concrete thinkers exposed to the nonintegrated treatment sustain a changed attitude to a greater degree than other combinations of treatment and cognitive processing styles.     

Students' achievement in relation to reasoning ability,prior knowledge and gender

This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth‐grade students participated in the study. Test of logical thinking and the two‐tier multiple choice tests were administered to determine students' reasoning ability and achievement, respectively. An analysis of covariance (ANCOVA) was conducted to assess the effect of reasoning ability on students' achievement. The independent variable was the reasoning ability (low, medium, high), the dependent variable was the scores on the two‐tier test. Students' grades in science in previous year were used as a covariate. Analysis revealed a statistically significant mean difference between students at high and low formal levels with respect to achievement. Stepwise multiple regression analysis revealed that reasoning ability, prior knowledge and gender were significant predictors of students' achievement in photosynthesis and respiration in plants, explaining 42% of the variance.     

Preparing preservice teachers to use computers effectively in elementary schools

Abstract

Computers and computer software have become integral components of the elementary school curriculum. Classroom teachers often express concern about the inadequate training they receive in the use of technology in the classroom. To meet the needs of future teachers, three university professors added issues related to using technology with young children to existing courses for elementary education majors. In addition, they introduced criteria for evaluating software and gave students opportunities to select software for instruction. After completing the courses, students were more comfortable with using computers, felt more competent about reviewing software, and were more aware of the issues related to using technology for instruction.