The impact of a standards-based science course for preservice elementary teachers on teacher attitudes toward science teaching

Abstract

This study reports on the measured change in the attitude of students toward teaching science as a result of their experiences in an elementary activity-based science course for preservice elementary teachers. Overall, the students in this study showed a positive shift in attitude as measured by the Revised Science Attitude Scale instrument that was administered at the beginning and the end of the semester. When the researchers looked at specific subscales within the instrument, one of the four subscales did not show a statistically significant change in attitude. The course is required for all elementary preservice teachers.

Motivational Qualities of Hands-on Science Activities for Turkish Preservice Kindergarten Teachers

“…Our findings provide support for claims that teacher preparation programs must provide handson experiences that promote positive attitudes toward science (Marcuccio & Marshall, 1993;Glass, Aiuto, & Andersen, 1993). Also these findings are consistent with rearch on interest and attitudes (Palmer, 2004(Palmer, :2009Minger & Simpson, 2006), and motivation theory (Glasser, 1998). Clearly, playful hands-on science activities fostered their interest, curiosity and participation in science activities.…”

“…Jarrett and Burnley (2007; in research with geology students and faculty noted that the role of play/fun in early learning helped create interest in science. Minger and Simpson (2006) found that in an activity-based methods course preservice teachers' attitudes toward science changed in positive way. In another study, Palmer (2002) found that preservice teachers who observed children at an interactive science center recognized the importance of hands-on science teaching and the value of making science fun.…”

Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years

“…It is believed that teachers bring with them what they have been experiencing and they shape their instructional behaviours and the quality of their science instruction according to their own experiences (Huinker & Madison, 1997;Koballa & Crawley, 1985;Lee & Krapfl, 2002;Li, 1999;Osborne, Simon, & Collins, 2003). Thus, according to Minger and Simpson (2006) and Palmer (2001), teachers' attitudes, beliefs, and behaviours about science teaching are affected by teacher education programmes. When pre-service teachers become in-service teachers, in addition to the negative or positive beliefs and attitudes they hold, they also face problems at the school and classroom level and have to adjust to the complexities of a daily teaching load and at the same time trying to develop their own self-image as a teacher.…”

Using a State Teacher Certification Test to Assess an Inquiry-Based Science Education Program

“…Students had a better appreciation for the attributes necessary to be successful in science, and they had a better understanding of how science is relevant to their future careers as teachers. Recently, Minger & Simpson (2006) reported a positive shift in attitude toward science as measured by the Revised Science Attitude Scale Instrument developed by Thompson & Shrigley (1986). They conducted their study in a blended science content and pedagogy course required of all pre-service elementary teachers.…”