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ERIC Number: ED079016
Record Type: RIE
Publication Date: 1971
Pages: 476
Abstractor: N/A
Reference Count: N/A
The Relationship of Attitudes, Knowledge, and Processes to Initial Teaching Behaviors in Science.
Rose, Ryda Dwarys
Relationships of science attitudes, science content, and process knowledge to initial science teaching behaviors were studied among 25 student teachers of a liberal arts college. The 13-subject experimental group was subjected to an elementary school methods course with emphases upon positive attitudes and process knowledge. The control group was assigned to observe teaching in a tutorial and microteaching experience. Five tests were given to both groups. The experimental group was dichotomized at the median score, and the two subgroups were analyzed with regard to teaching behaviors in three classroom situations: tutorial, microteaching, and an intact class. Equivalent posttests were administered to the experimental group after treatment. Student-teaching sessions were audiotaped and analyzed using the University of Pennsylvania Interaction Analysis System. Findings indicated the absence of significant changes in teaching behaviors except for strengthening of classroom questioning techniques. Microteaching situations encouraged higher level inquiry and more manipulative activity, pupil talk, and pupil-initiated-response patterns than did tutorial experiences. Knowledge of science processes had precedence over knowledge of content and attitudes, especially in wide use of science concepts. A 32-hour instructional sequence might result in significant attitudinal changes and process knowledge increases. (Author/CC)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-14,645 M-$4.00 X-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Pennsylvania