ERIC Number: ED123031
Record Type: RIE
Publication Date: 1975-Mar-18
Reference Count: N/A
Role Specific Pupil/Science Teacher Interpersonal Compatibility and Science Attitudes.
Vargo, Robert A.; Schafer, Larry E.
As science teaching becomes more inquiry oriented, science teachers are interacting more frequently with individual students. With increased interaction, pupil/science teacher interpersonal compatibility most likely contributes significantly to the development of students' science attitudes. The purpose of the present study was to examine the effects of role-specific pupil/science teacher interpersonal compatibility on the development of students' attitudes toward science. Six different science teachers, all using the discovery-oriented New York State Earth Science Syllabus, and students of twelve of their classes, were administered the Fundamental Interpersonal Relations Orientation Behavior (FIRO-B). In addition, the FIRO-BT (teacher) was administered to all teachers in order to index role-specific interpersonal tendencies. Students were pretested and posttested. Role-specific teacher compatibility appears to be a better predictor of attitude toward science than general pupil/teacher compatability. (LS)
Descriptors: Earth Science, Educational Research, Instruction, Interpersonal Relationship, Science Education, Scientific Attitudes, Secondary Education, Secondary School Science, Student Teacher Relationship, Teacher Behavior
ERIC/SMEAC, The Ohio State University, 1200 Chambers Road, 3rd Floor, Columbus, Ohio 43212 (on loan)
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 17-20, 1975); Marginal legibility due to broken type