Attitudes and Beliefs of Prekindergarten Teachers Toward Teaching Science to Young Children

Pendergast, Evelaine; Lieberman-Betz, Rebecca G.; Vail, Cynthia O.

doi:10.1007/s10643-015-0761-y

Cited by 73 publications

(57 citation statements)

References 19 publications

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“…The results of this study about self-regulation strategies and motivational beliefs indicate that there is a statistically significant relationship between students' attitudes towards science with self-regulation strategies and motivational beliefs. When the related literature has been scrutinized, there are some studies that emphasize the importance of relationship between students' attitudes towards science and physics with self-regulation strategies and motivational beliefs (Demir, Öztürk & Dökme, 2012;Mujtaba, & Reiss, 2013;Pendergast, Lieberman-Betz & Vail, 2017;Reid & Skryabina, 2002;Uzun & Keleş, 2012;Yamaç, 2011;Yaman & Dede, 2007;Yenice, Saydam & Telli, 2012;Zhang, Ding, & Mazur, 2017).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Investigation of 9th Grade High School Students' Attitudes Towards Physics Course According to Various Variables

Karamustafaoğlu

Bayar

2017

International Journal of Assessment Tools in Education

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In this study, ninth grade students' attitudes towards science were investigated in terms of self-regulation strategies, motivational beliefs and gender variables. The sample of this study includes 322 male and 296 female in total 618 students from 3 different high schools (Science high school, Anatolian high school, and Vocational high school) in center district of Amasya city. To collect the data, the researchers employed "Motivated Strategies for Learning Questionnaire" which has been developed by Pintrich and De Groot in 1990, adapted into Turkish by Uredi in 2005 and consists of 44 items and "Colorado Learning Attitudes about Science Survey (CLASS)" has been developed by Adams and others in 2006, adapted into Turkish by Bayar and Karamustafaoğlu in 2015 and consists of 36 items. For data analysis, mean, standard deviation, independent t-test and correlation were addressed. The results of this study show that there are statistically significant relationships between 9 th grade students' attitudes towards science and self-regulation strategies, motivational beliefs, and gender.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Investigation of 9th Grade High School Students' Attitudes Towards Physics Course According to Various Variables

Karamustafaoğlu

Bayar

2017

International Journal of Assessment Tools in Education

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“…For example, Yoon and Onchwari (2006) noted that ECEC practitioners avoided teaching science as they viewed it as difficult; and too hard for young children (Metz 2009, Brenneman 2010. However more recent research by Pendergast et al (2017), in a single US state, found positive attitudes and beliefs from prekindergarten practitioners who did not demonstrate fear of science and their ability to teach it, neither were they concerned about answering questions from children. 'Talking Science' in line with McMillan et al's (2012) socio-cultural approach to ECEC professional learning, included a forum which was designed to encourage discourse as well as provide opportunities to actively reflect on recent ECEC science concept development practice.…”

Section: Transformativementioning

confidence: 94%

A socio-constructivist approach to developing a professional learning intervention for early childhood education and care practitioners in Wales

Gealy

Tinney

Macdonald

et al. 2020

Professional Development in Education

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In 16 Flying Start early childhood education and care (ECEC) settings within a Local Authority in Wales, observations of adult-child interactions, using the Sustained Shared Thinking and Emotional Wellbeing Scale (SSTEW), highlighted that interactions that support children's problem solving, curiosity, concept development, and higher-order thinking were the least well developed aspects of practice. A two-day professional learning intervention 'Talking Science', underpinned by a socio-cultural understanding of science learning in ECEC was designed. The intervention was delivered via a collaborative, socio constructive model of delivery en masse to all 64 practitioners in the 16 Flying Start settings. This qualitative mixed method research project adopted an interpretivist paradigm; the aim was to better understand ECEC practitioners' perceptions of science and how these perceptions both shaped provision and supported children's concept development in their settings. Data collection took the form of scribed notes from group discussions, feedback from practitioners during discussions and evaluation feedback about 'Talking Science'. The experiential professional learning programme with a focus on science in everyday practice appeared to be supportive of practitioners' developing confidence and subsequent engagement with science provision for young children. 'Talking Science' also provides a model which may have wider implications when designing ECEC professional learning.

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“…A major factor that influences implementing inquiry-based activities in class is teachers´ beliefs in their professional potentials. If they have strong beliefs, they are comfortable with planning science activities and implementing valuable exploration tasks that support children´s curiosity, creativity and enjoyment in exploration of the world (Byrne et al 2016;Pendergast, Lieberman-Betz, & Vail, 2017;Wang, Kinzie, McGuire, & Pan, 2019).…”

Section: Inquiry-based Activitiesmentioning

confidence: 99%

Development of an Instrument to Measure Preschool Teachers´ Beliefs in Inquiry-Based Activities

Gavora

Wiegerová

2019

JBSE

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Professional beliefs is an important factor that influences activities that preschool teachers organize and manage in the classroom. In order to determine how strong these beliefs are, valid and reliable instruments must be at disposal. This research aimed to develop and validate DPBA, an instrument designed to measure teachers´ beliefs toward the use of inquiry-based activities in preschool classes. A sample of 1,004 Czech preschool teachers was used to obtain the validation data. From the initial set of 40 items, a final version of DPBA with 22 items was created in a series of analyses. Principal component and maximum likelihood methods with Varimax rotation were used to extract an appropriate scale structure. DPBA is composed of three subscales, Benefits (12 items), Teacher competence (6 items) and Concerns (4 items), which have reliabilities of .906; .847 and .729, respectively. The overall reliability of the instrument is .883. Consistently high reliability coefficients were obtained in subsamples of respondents of varied years of practice and education, thus verifying a solid internal consistency of the instrument. Confirmatory factor analysis proved a theoretical model with the three subscales with adequate model fit indices. Overall, DPBA possesses sound psychometric properties when used with Czech preschool teachers. Keywords: inquiry-based activities, preschool teacher, instrument development, teacher beliefs.

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Attitudes and Beliefs of Prekindergarten Teachers Toward Teaching Science to Young Children

Cited by 73 publications

References 19 publications

Investigation of 9th Grade High School Students' Attitudes Towards Physics Course According to Various Variables

Investigation of 9th Grade High School Students' Attitudes Towards Physics Course According to Various Variables

A socio-constructivist approach to developing a professional learning intervention for early childhood education and care practitioners in Wales

Development of an Instrument to Measure Preschool Teachers´ Beliefs in Inquiry-Based Activities

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