ERIC Number: ED106125
Record Type: Non-Journal
Publication Date: 1975-Mar
Reference Count: N/A
The Effects of Instruction on Elementary Teacher's Realistic and Idealistic Attitudes Toward Selected Science Related Concepts.
Bogut, Thomas L.; McFarland, Bruce L.
Reported is a study designed to determine (1) if there was any significant relationship between elementary teachers' realistic and idealistic attitudes toward selected science-related concepts, (2) if the degree of open- or closed-mindedness of the teachers had any relationship to these realistic or idealistic attitudes, and (3) if instruction had any effect upon the changing of these attitudes. In-service teachers enrolled in six sections of an elementary science methods course during the summer session at a large midwestern university served as the population. Two sections served as the experimental group and the remainder as the control. The Semantic Differential Attitude Inventory and Rokeach Dogmatism Scale (Form E) were administered as pre- and post-tests in a non-equivalent control group design. Participants in the experimental group received instruction in basic and integrated process skills; content for the control group was not specified. Open-minded teachers in both groups made consistent gains in a decrease of difference between idealistic and realistic attitude scores. The experimental group exhibited positive realistic attitudinal changes. Findings caused the authors to conclude that the stereotyped concept of what constitutes "good" science teaching is too firmly established to be altered without intensive effort. (PEB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A