ERIC Number: ED216879
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Students' Rating of Instruction in Elementary Science Methods Courses.
Horak, Willis J.; Blecha, Milo K.
Relationships between students' (N=169) rating of instruction and students' attitudes about inquiry and traditional teaching in elementary science classes were investigated. Since one of the goals of their methods class was to develop or adopt teaching styles on their own, it was hypothesized that the congruence of students' adopted teaching style with that of their elementary science methods instructor would possibly influence their rating of instruction. Two instruments were used in the study: a 21-item course/instructor evaluation form (general course attitude, instructor, course content, interest/attention) and a 20-item instrument relating to inquiry/traditional science teaching based on the "Science Teacher Ideological Preference Scale" (STIPS). Correlations between students' and instructors' beliefs were used to divide students into three groups where instructor/student beliefs were: (1) highly similar; (2) similar; and (3) dissimilar. Results from one-way analyses of variance indicated significant differences related to general course attitude, method of instruction, and overall rating, with no significant differences related to course content, interest/attention, or instructor. Results suggest that students' beliefs about teaching science in elementary school may influence their ratings of course/instruction in some instances but not others. (Author/JN)
Descriptors: Conventional Instruction, Elementary Education, Elementary School Science, Elementary School Teachers, Higher Education, Inquiry, Methods Courses, Methods Teachers, Preservice Teacher Education, Science Education, Science Instruction, Student Attitudes, Student Evaluation of Teacher Performance, Student Teacher Relationship
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Chicago, IL).