ERIC Number: ED332870
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
The Influence of Hands-On Science Process Skills Training on Preservice Elementary Teachers' Anxiety and Concerns about Teaching Science Activities in Taiwan, Republic of China.
Yu, Shu-Mey; Bethel, Lowell J.
The purpose of this study was to identify whether the strategy of using hands-on science process skills training in an elementary science methods course was effective in: (1) reducing preservice elementary teachers' (PETs') anxiety about teaching hands-on science activities, and (2) changing PETs' concerns about teaching hands-on science activities from concerns about "self" to concerns about "task" and the "impact" of hands-on science on children. A nonequivalent control group quasi-expermental design was utilized. One independent variable, the method of hands-on science process skills training, was investigated. Two measurement instruments (Stages of Concern Questionnaire and State-Trait Anxiety Inventory)--translated into Chinese--were used to measure the dependent variables. The sample consisted of 105 PETs enrolled in 4 sections of a science methods course at Taiwan Provincial Taichung Teachers' College, Republic of China. The experimental group (n=54) received training in hands-on science activities for a period of 6 weeks, while the control group (n=51) received regular class lectures without hands-on science activities. Analysis of covariance (ANCOVA) results indicated that hands-on science process training was significant (P<.05) in reducing PETs' anxiety about teaching hands-on science activities and significant (P<.05) in changing PETs' concerns about teaching hands-on science activities. However, further descriptive analysis of the data indicated that PETs' concerns about "self" failed to show a decrease; concerns about the "impact" of an innovation showed a slight increasing pattern in the experimental group. (Author/AA)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Lake Geneva, WI, April 7-10, 1991).