ERIC Number: ED108899
Record Type: RIE
Publication Date: 1975-Mar
Reference Count: 0
The Effects of Sequencing Selected Instructional Strategies on the Attitudes and Open-Mindedness of Pre-Service Elementary Science Teachers.
Bogut, Thomas L.
Described is a study undertaken to explore attitudinal changes of preservice elementary science teachers that result from exposure to structured and unstructured instructional strategies and factors having a possible correlation with these changes. Twenty preservice elementary education students enrolled in a nontraditional elementary teacher education program participated in the study. Two treatment groups were randomly selected and assigned to a structured instructional treatment group or an unstructured treatment group. A Semantic Differential Attitude Inventory was used to measure change and the Rokeach Dogmatism Scale (Form E) was used to determine the degree of open- or closed-mindedness. Subjects were both pre- and posttested (after four weeks) using the same instruments. Instructional treatments were reversed and the same procedure was followed. Data were analyzed using a multivariate analysis of covariance. A final conclusion made was that the degree of initial open-mindedness appeared to be the single most important factor in producing attitudinal changes. Structured teaching strategies led to more closed-mindedness than nonstructured. (EB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (48th, Los Angeles, California, March 1975)