NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED086468
Record Type: RIE
Publication Date: 1972
Pages: 237
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Investigation of the Effects of Three Different Instructional Strategies of Teaching Science Methods on Selected Attitudes and Perceptions of Prospective Elementary School Teachers and Science Skills and Knowledge of Their Respective Children.
Mitchell, Charles William
Examined were instructional methods for science teaching and the effects of using such teaching strategies on the attitudes and perceptions of 32 undergraduate elementary education students. The effects on the participating students' science interest, science skills and knowledge, perception of teaching style and behavior of the teacher were also examined. The three instructional strategies were: (1) an open learning environment; (2) a formal lecture-discussion approach; and (3) a situation where the prospective teacher received no treatment. The results of the data analyzed showed that no statistically significant difference, at the .05 level, occurred among the teacher groups. Data from students did show statistically significant differences (.05 level) relative to their perceptions of their teachers and on science understanding. The trends evidenced in teacher data did offer evidence for intuitive clinical speculation. The trends suggest that teachers trained in an open learning environment responded positively to instruments measuring experimentalism, open mindedness, teacher-pupil relationships and interest in science. These same teachers can positively affect student interest in science, student perceptions of teacher behavior variables of demand and utilization of intrinsic motivation, science knowledge and skills. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-825 Microfilm-$4.00, Xerography-$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, West Virginia University