Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

Harty, Harold; Samuel, John; Andersen, Hans O.

doi:10.1007/bf03173034

Cited by 13 publications

(32 citation statements)

References 19 publications

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“…This attribute has been measured in several studies (2002), Coulson (1992), Eurobarometer 38.1 (1992), Evans and Durant (1995), Koballa (1986), McDevitt et al (1993), Palmer (2004), andYoung (1998). (Total 9) Appleton and Kindt (1999), Carleton et al (2008), Cobern and Loving (2002), Coulson (1992), Harty et al (1991), Haury (1989), Johnston and Ahtee (2006), Koballa (1986), Liang and Gabel (2005), McDevitt et al (1993), Pederson and McCurdy (1992), and Ramey-Gassert et al (1996). (Total 12) Difficulty…”

Section: Personal Attitude Toward Sciencementioning

confidence: 98%

“…However, most of these studies make this distinction only in the introduction of the study but fail to make a clear conceptual and methodological distinction in their measurement of attitude. To our knowledge, only four studies have made such an explicit distinction between the personal and professional attitudes of primary teachers toward science (Asma, Walma van der Molen, & van Aalderen-Smeets, in press;Atwater, Gardner, & Kight, 1991;Harty, Samuel, & Anderson, 1991;Koballa, 1986). Atwater and colleagues (1991) measure both attitude objects with separate instruments but provide minimal information on the constructs of attitude that they measure.…”

Section: Objects Of Attitude Toward Sciencementioning

confidence: 99%

“…Hartshorne (2008), Harty et al (1991), Haury (1989), Koballa (1986), McDevitt et al (1993), Mulholland and Wallace (1996), Pederson and McCurdy (1992), and Ramey-Gassert et al (1996). (Total 8) Harlen (1997), Harlen and Holroyd (1997), Holroyd and Harlen (1996), Johnston and Ahtee (2006), and Liang and Gabel (2005).…”

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

“…(Total 8) Harlen (1997), Harlen and Holroyd (1997), Holroyd and Harlen (1996), Johnston and Ahtee (2006), and Liang and Gabel (2005). ( 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).…”

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%

See 4 more Smart Citations

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: 98%

Section: Objects Of Attitude Toward Sciencementioning

confidence: 99%

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

See 3 more Smart Citations

Primary teachers' attitudes toward science: A new theoretical framework

2011

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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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Factors contributing to attitude exchange amongst preservice elementary teachers

Palmer

2001

Science Education

100

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ABSTRACT:Previous research has shown that elementary education majors often dislike science and lack confidence in their ability to teach it. This is an important problem because students who hold these attitudes are likely to avoid teaching science, or teach it poorly, when they become teachers. It is therefore necessary to identify preservice elementary teachers who hold negative attitudes towards science, and attempt to convert these attitudes to positive before they become teachers. This study was designed to identify students whose attitudes had changed from negative to positive (i.e., attitude exchange had occurred) after participating in a one-semester elementary science education course, and to identify the course factors that were responsible. Four participants were individually interviewed. The transcripts indicated that attitude exchange had occurred for each of the four students. Each student described several features of the course that had a positive influence. These were of three main types: personal attributes of the tutor, specific teaching strategies, and external validation. It was proposed that many of the individual factors were effective because they represented either "performance accomplishments" or "vicarious experience" as defined by

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Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

Abstract: This study examined differences among three elementary school science preservice teacher preparation course sequences with respect to three variables

Cited by 13 publications

References 19 publications

Primary teachers' attitudes toward science: A new theoretical framework

Primary teachers' attitudes toward science: A new theoretical framework

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

Factors contributing to attitude exchange amongst preservice elementary teachers

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