Relationship between teachers' change in attitudes toward science and some professional variables

The influence of previous exposure to science education on attitudes of preservice science teachers toward science teaching

“…The large number of studies reported in science education literature alone since 1970 attests to the above assertion (Bratt, 1977;Hasan & Billeh, 1975; Santiestesan, 1976; Simpson et al, 1976). According to Hasan and Billeh (1975), "Science educators and teachers of science unanimously agree on the development of attitudes as a goal for science teaching." Consequently, a lot of research has been carried out in the areas of pupils' attitudes toward science as a subject (Perrodin, 1966), student attitudes towards sciencerelated social issues (Steiner, 1973) and attitudes toward the social value of science (Sorenson & Voelker, 1972).…”

“…Literature search reveals that attitude as a theoretical construct has attracted a lot of attention in the recent past among educational researchers (Simpson, Rentz, & Shrum, 1976). The large number of studies reported in science education literature alone since 1970 attests to the above assertion (Bratt, 1977;Hasan & Billeh, 1975; Santiestesan, 1976; Simpson et al, 1976). According to Hasan and Billeh (1975), "Science educators and teachers of science unanimously agree on the development of attitudes as a goal for science teaching."…”

Attitude changes of elementary teachers according to the curriculum studied during workshop participation and their role as model science teachers

“…Much work has been done with preservice teachers to change their attitudes toward science and science teaching through the modification of college science courses and science methods courses (Arons, 1972;DeVito and Nordland, 1974;Thomson and Thompson, 1975). Because elementary inservice teachers frequently do not take science methods or science courses beyond those required for an undergraduate degree, attempts have been made to change teachers' attitudes through participation in science workshops (Hasan and Billek, 1975;Moore, 1975;Stronck, 1976). Results of these studies have been inconsistent.…”

“…The first purpose of this research was to determine if elementary teachers' attitudes toward science and science teaching change as a result of a four week workshop on the "new" science curricula. Hurd and Gallagher (1969) have noted that in order to diffuse new curriculum innovations, it is important that the ideas and rationale underlying the innovation be accepted by those using it. In a workshop for inservice teachers, therefore, it is important to select activities and content that will bring about the most positive changes in attitudes toward science and teaching science that are reflected in the curriculum.…”

The effect of a problem solving in‐service program on the classroom behaviors and attitudes of middle school science teachers

“…The results concerning science teaching attitudes showed no significant difference between the treatment groups. This finding is not surprising in light of the body of research which reports little teacher attitude change as a result of in-service education (Bruce, 1971; Halverson, 1979;Hasan & Billeck, 1975; Howe & Stanback, 1985; Kyle et al, 1988). Yet the experimental-group's attitude scores did increase in all cases, whereas the control-pup's did not, even if the the differences were not statistically significant.…”