How confident are primary school teachers in teaching science?

Yates, Stephen; Goodrum, Denis

doi:10.1007/bf02620506

Cited by 58 publications

(44 citation statements)

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“…( Hartshorne (2008), Harty et al (1991), Haury (1989), Koballa (1986), Liang and Gabel (2005), McDevitt et al (1993), Mulholland and Wallace (1996), Palmer (2001Palmer ( , 2004, Pederson and McCurdy (1992), Ramey-Gassert et al (1996), andYoung (1998). Coulson (1992), Mulholland and Wallace (1996), Palmer (2001Palmer ( , 2004Palmer ( , 2006, Skamp (1991), Yates andGoodrum (1990), andYoung (1998). (Total 9) Appleton (1995), Appleton and Kindt (1999), Bleicher (2007), Bursal and Paznokas (2006), Carleton et al (2008), Coulson (1992) Harlen (1997) Harlen and Holroyd (1997), Hartshorne (2008), Harty et al (1991), Holroyd and Harlen (1996), Jarret (1999), Jarvis and Pell (2004), Koballa (1986), McDevitt et al (1993), Murphy et al (2007), Palmer (2001Palmer ( , 2006, Pederson and McCurdy (1992), …”

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

“…Coulson (1992), Mulholland and Wallace (1996), Palmer (2001Palmer ( , 2004Palmer ( , 2006, Skamp (1991), Yates andGoodrum (1990), andYoung (1998). (Total 9) Appleton (1995), Appleton and Kindt (1999), Bleicher (2007), Bursal and Paznokas (2006), Carleton et al (2008), Coulson (1992) Harlen (1997) Harlen and Holroyd (1997), Hartshorne (2008), Harty et al (1991), Holroyd and Harlen (1996), Jarret (1999), Jarvis and Pell (2004), Koballa (1986), McDevitt et al (1993), Murphy et al (2007), Palmer (2001Palmer ( , 2006, Pederson and McCurdy (1992), Ramey-Gassert et al (1996), Scharmann and Orth Hampton (1995), Schoon and Boone (1998), Skamp (1991), Tosun (2000), Wenner (1993Wenner ( , 1995, Yates and Goodrum (1990), and Yilmaz-Tuzun on the attitudes of preservice teachers (Cobern & Loving, 2002;Coulson, 1992;Koballa, 1986;McDevitt, Heikkinen, Alcorn, Ambrosio, & Gardner, 1993;…”

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

“…Several studies (Atwater et al, 1991;Coulson, 1992;Mulholland & Wallace, 1996;Palmer, 2001Palmer, , 2004Palmer, , 2006Skamp, 1991;Yates & Goodrum, 1990;Young, 1998) report having measured aspects that can be categorized as self-efficacy or self-confidence related to personal attitude toward science. Mulholland and Wallace (1996) report confidence measures in science knowledge and skills related to the daily lives of individuals.…”

Section: Affectmentioning

confidence: 99%

“…The behavioral component of attitude toward teaching science was investigated in only a few studies (Appleton & Kindt, 1999;Goodrum et al, 2001;Haney et al, 1996;Palmer, 2001;Yates & Goodrum, 1990). Haney and colleagues (1996) measured the influence of attitude, subjective norms, and perceived behavioral control on intention to teach science.…”

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

“…Studies investigating the attitudes of primary teachers toward science have indicated that teachers with less positive attitudes share a number of characteristics. They have lower confidence and self-efficacy beliefs about teaching science (Skamp, 1991;Tosun, 2000;Yates & Goodrum, 1990); they spend less time discussing and teaching these topics in their classrooms (Goodrum, Hackling, & Rennie, 2001;Harlen & Holroyd, 1997); they rely more on standardized methods and top-down instruction (Appleton & Kindt, 1999;Harlen & Holroyd, 1997;Jarvis & Pell, 2004;Plonczak, 2008); and they are less able to stimulate the attitudes of their students (Harlen & Holroyd, 1997;Jarvis & Pell, 2004;Osborne et al, 2003;Van Driel et al, 2001;Weinburgh, 2007). On the positive side, research has shown that when teachers gain greater confidence and self-efficacy and a more positive attitude through continuing education efforts, they subsequently teach science in a better manner and are able to improve the attitudes of their students in this area (Osborne & Dillon, 2008;Osborne et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Primary teachers' attitudes toward science: A new theoretical framework

2011

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Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical background has led to the use of a multitude of different concepts and measurement instruments. The main goal of this article is to present a new and comprehensive theoretical framework for primary teachers' attitudes toward science. The framework is based on an extensive review of previously used concept definitions of the construct. It is argued that this framework should serve as a necessary conceptual basis for future research and interventions in this domain, as well as for the construction of valid measurement instruments. © 2011 Wiley Periodicals, Inc. Sci Ed 96:158–182, 2012

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Section: Personal Attitude Toward Sciencementioning

confidence: 99%

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

Section: Affectmentioning

confidence: 99%

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Primary teachers' attitudes toward science: A new theoretical framework

2011

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Learning to teach primary science through problem-based learning

Peterson

Treagust

1998

Sci. Ed.

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A problem‐based learning framework, which focused on developing preservice teachers' knowledge base for teaching and pedagogical reasoning ability, was developed for an undergraduate preservice science teacher education unit. Only three knowledge base components were considered in the design of the PBL problem scenario, namely science content knowledge, curriculum knowledge, and knowledge of the learner. The pedagogical reasoning model used in this study was based on six aspects: comprehension, transformation, instruction, evaluation, reflection, and new comprehension. The problem was designed so that preservice teachers were required to develop and apply their knowledge, through the use of a pedagogical reasoning process, to a typical primary classroom teaching situation. To ensure all six components of the pedagogical reasoning process could be considered, a peer teaching activity related to the problem was included as part of the unit. The PBL approach was trialed in a second‐year preservice science education subject, which was part of a 3‐year bachelor of teaching program. Participants worked in small groups (three or four) on the problem over a 6‐week period. A case study approach was used to evaluate the knowledge base and pedagogical reasoning components considered by two randomly selected participants in this study. Each preservice teacher considered and developed their knowledge base and pedagogical reasoning in areas that were relevant to their current understanding of primary teaching and student learning. © 1998 John Wiley & Sons, Inc. Sci Ed. 82:215–237, 1998.

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Localization of nitric oxide synthase in the central complex and surrounding midbrain neuropils of the locust Schistocerca gregaria

Kurylas

Ott

Schachtner

et al. 2005

J of Comparative Neurology

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Nitric oxide (NO), generated enzymatically by NO synthase (NOS), acts as an important signaling molecule in the nervous systems of vertebrates and invertebrates. In insects, NO has been implicated in development and in various aspects of sensory processing. To understand better the contribution of NO signaling to higher level brain functions, we analyzed the distribution of NOS in the midbrain of a model insect species, the locust Schistocerca gregaria, by using NADPH diaphorase (NADPHd) histochemistry after methanol/formalin fixation; results were validated by NOS immunohistochemistry. NADPHd yielded much higher sensitivity and resolution, but otherwise the two techniques resulted in corresponding labeling patterns throughout the brain, except for intense immunostaining but only weak NADPHd staining in median neurosecretory cells. About 470 neuronal cell bodies in the locust midbrain were NADPHd-positive positive, and nearly all major neuropil centers contained dense, sharply stained arborizations. We report several novel types of NOS-expressing neurons, including small ocellar interneurons and antennal sensory neurons that bypass the antennal lobe. Highly prominent labeling occurred in the central complex, a brain area involved in sky-compass orientation, and was analyzed in detail. Innervation by NOS-expressing fibers was most notable in the central body upper and lower divisions, the lateral accessory lobes, and the noduli. About 170 NADPHd-positive neurons contributed to this innervation, including five classes of tangential neuron, two systems of pontine neuron, and a system of columnar neurons. The results provide new insights into the neurochemical architecture of the central complex and suggest a prominent role for NO signaling in this brain area.

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How confident are primary school teachers in teaching science?

Cited by 58 publications

References 0 publications

Primary teachers' attitudes toward science: A new theoretical framework

Primary teachers' attitudes toward science: A new theoretical framework

Learning to teach primary science through problem-based learning

Localization of nitric oxide synthase in the central complex and surrounding midbrain neuropils of the locust Schistocerca gregaria

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