ERIC Number: ED393697
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
The Effect of an Inquiry-Oriented Environmental Science Course on Preservice Elementary Teachers' Attitudes about Science.
Brown, Fletcher S.
The purpose of this study was to assess a model inquiry-oriented environmental science course offered to preservice elementary education majors at the University of Montana in order to investigate the effects of environmental science classes on preservice elementary education majors. The guiding questions for the study (N=125) were: What learning environment profile reflects an inquiry-oriented environmental science classroom? and Are students' attitudes about science affected by the environmental science course taken? Data collection instruments included the Science Laboratory Environment Inventory (SLEI) and the Test of Science Related Attitudes (TOSRA). Results indicate that the course provided adequate laboratory materials and students interacted with each other in a positive manner. The results from the TOSRA questionnaire suggest that exposure to an inquiry-oriented environmental science course could promote at least short-term change regarding student attitudes involving social change. Another finding was that students had more positive attitudes about inquiry as a process in science after being exposed to a learning cycle-based course. It was concluded that results from this study support the recommendation that preservice elementary teachers take course work in environmental science or environmental education. Contains 12 references. (JRH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Learning Cycle Teaching Method; Preservice Teachers
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (69th, St. Louis, MO, April, 1996).