Relationship between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers

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.     

Comparison of preservice elementary teachers anxiety about teaching students to identify minerals and rocks and students in geology courses anxiety about identification of minerals and rocks

Students were given clearly defined, characteristics for the identification of minerals and rocks. This system requires visual identification of decisive characteristics, not rote memorization. In addition, this classification system differs from the usual method of first grouping rocks into the igneous, sedimentary, and metamorphic categories. In this study the initial grouping of rocks was crystalline or noncrystalline. Two groups of students (preservice elementary teachers & students in geology courses) were tested on their ability to identify, the characteristics listed in Figure 1. The preservice teachers were anxious about teaching students to identify minerals and rocks. This initial high anxiety was reduced by completion of the task of identification. Students in geology classes were given the same task as the preservice teachers. However, the students in geology courses were not anxious about identifying minerals and rocks. Further analysis of the geology students showed that students whose grades on the lab exam were above the mean had low initial anxiety and the level of anxiety was reduced after the exam. Geology students with grades below the mean had high initial anxiety and the anxiety level was elevated after the exam. This indicates an inverse relationship between anxiety and performance in these students, and supports the work of researchers in the field of psychology.     

Persuasive communication: A theoretical model for changing the attitude of preservice elementary teachers toward metric conversion

This study was based on Hovland's four-part statement, “Who says what to whom with what effect,” the rationale for persuasive communication, a theoretical model for modifying attitudes. Part I was a survey of 139 perservice elementary teachers from which were generated the more credible characteristics of metric instructors, a central element in the “who” component of Hovland's model. They were: (1) background in mathematics and science, (2) fluency in metrics, (3) capability of thinking metrically, (4) a record of excellent teaching, (5) previous teaching of metric measurement to children, (6) responsibility for teaching metric content in methods courses and (7) an open enthusiasm for metric conversion. Part II was a survey of 45 mathematics educators where belief statements were synthesized for the “what” component of Hovland's model. It found that math educators support metric measurement because: (1) it is consistent with our monetary system; (2) the conversion of units is easier into metric than English; (3) it is easier to teach and easier to learn than English measurement; there is less need for common fractions; (4) most nations use metric measurement; scientists have used it for decades; (5) American industry has begun to use it; (6) metric measurement will facilitate world trade and communication; and (7) American children will need it as adults; educational agencies are mandating it. With the “who” and “what” of Hovland's four-part statement defined, educational researchers now have baseline data to use in testing experimentally the effect of persuasive communication on the attitude of preservice teachers toward metrication.     

Investigation of preservice elementary teachers' thinking about science

It is not uncommon to find media reports on the failures of science education, nor uncommon to hear prestigious scientists publicly lament the rise of antiscience attitudes. Given the position elementary teachers have in influencing children, antiscience sentiment among them would be a significant concern. Hence, this article reports on an investigation in which preservice elementary teachers responded to the Thinking about Science survey instrument. This newly developed instrument addresses the broadrelationship of science to nine important areas of society and culture and is intended to reveal the extent of views being consistent with or disagreeing with a commonly held worldview of science portrayed in the media and in popular science and science education literature. Results indicate that elementary teachers discriminate with respect to different aspects of culture and science but they are not antiscience. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 1016–1031, 2002     

The influence of field experiences on stages of concern and attitudes of preservice teachers toward science and science teaching

The purpose of the study was to determine whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as factors which might explain some of the variance in the dependent measures. A one-group pretest-posttest design was used. Students were administered the Teacher Concerns Questionnaire, the Science Teaching Attitude Scales, and the Rokeach Dogmatism Scale approximately eight weeks after the pretest. Results indicated that field experiences did not significantly change student concerns about teaching science but significantly improved student attitudes toward science and science teaching. Students differing in age, grade-point average, and openmindedness did not difer significantly in changes in concerns and changes in attitude toward science and science teaching. Students assigned to different schools differed significantly in changes in attitude toward science.     

A longitudinal investigation of the science teaching efficacy beliefs and science experiences of a cohort of preservice elementary teachers

ABSTRACT

This paper assesses the relationship between participation in two tertiary science courses and the science teaching efficacy beliefs (STEBs) of one cohort of preservice elementary teachers over a four-year period. Two Type II case studies were conducted within the courses. Data were collected through 26 administrations of the Science Teaching Efficacy Belief Instrument-B and semi structured interviews. Results showed that participation in the subjects covaried with increases in the participants’ STEBs. These increases in STEBs remained durable for two years. Implications for these findings are discussed within the paper.     

Self-efficacy and science anxiety among preservice primary teachers: Origins and remedies

The preservice training of primary teachers is an opportunity to provide positive experiences which may ameliorate students' anxiety about science and science teaching, and enhance their beliefs that they may become effective science teachers. The previous and current science related experiences, and beliefs, of an intake of primary teachers participating in an introductory science content subject, were explored. Matter and energy concepts were major content components of the subject. Data were collected from pre- and post-test administrations of psychometric tests designed to measure students' science teaching self-efficacy, science related attitudes, interest in science teaching, and preferred learning environment. A randomly selected sample of students was interviewed at the commencement and finish of the subject. One third of the sample was assigned to a study group in which a constructivist approach to laboratorys sessions was adopted. The remainder of the sample experienced a more traditional transmissive format in laboratory sessions. Analysis of the quantitative data revealed no group differences in self-efficacy. Interesting contrasts between students evident in the data from the interviews facilitated the articulation of tentative assertions about the causative factors that may influence the development of students' sense of self-efficacy and possible science related anxiety. Specialisations: science teacher education, conceptual change, scientific reasoning. Specialisations: science teacher education, conceptual change, scientific reasoning.     

A comparative study of the effect of certain factors on the teaching behavior of preservice elementary teachers of science

Undergraduate teacher education programs have long attempted to improve the prospective teacher's competence in implementing new curriculum programs, materials, teaching strategies, etc. The following study suggests that there are components of a lesson, other than program and materials, which may exert enough influence on the interaction patterns between teachers and pupils to be given closer consideration in the design of a teacher education sequence.     

Characteristics of elementary teachers related to attitudes toward science

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.