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ERIC Number: ED080334
Record Type: RIE
Publication Date: 1973-Mar
Pages: 13
Abstractor: N/A
Reference Count: 0
The Correlation of Science Attitude and Science Knowledge of Preservice Elementary Teachers.
Shrigley, Robert L.
Reported is a study based on the assumptions that the attitude of elementary-age pupils toward the psychological object, science, affects cognitive learnings in science, that pupil's attitude toward science is affected by his teacher's attitude toward science, and that the teacher's attitude is affected by his knowledge of the subject. The study was done to assess the correlation of the two variables, science knowledge and science attitude of third year preservice elementary teachers. The population for this study was 92 third year elementary education majors enrolled in a science education course. The subjects had completed at least four university science courses. The Science From Concepts Achievement Test (SFCAT) was modified for use in assessing the science achievement level of the preservice teachers and the Science Attitude Scale for Preservice Elementary Teachers was used to measure the science attitude. The Pearson product-moment correlation coefficient was used to establish the relationship of the two variables. The correlation was low. The author stated that this study weakens the assumption that a teacher's cognition level in science affects his attitude toward the subject. He suggests that teacher educators should explore other variables in addition to that of science knowledge as a means of improving the attitude of preservice teachers toward science. (EB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Science Teachers Association (21st, Detroit, Michigan, March 1973)