ERIC Number: ED123109
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
The Effects of an Activity-Centered Elementary Education Science Methods Course on the Attitudes of Preservice Teachers.
Strawitz, Barbara M.
Presented is a description of a study done to assess an undergraduate science methods course. The subjects involved in the study were 82 elementary education majors at Louisiana State University. Students not in the course served as a comparison group. The treatment group participated in science activities selected from ESS, SCIS, and SAPA materials. Students were encouraged to develop individual teaching styles, consider feedback from the instructors and peers, and formulate their own concepts about teaching strategies and roles appropriate for the teaching of elementary school science. The control group discussed topics such as planning for effective teaching, individualizing instruction, and evaluation. Scores on an attitude inventory were used as a premeasure as well as a postmeasure. Scores on Form E of the Rokeach Dogmatism Scale were used as a measure of the belief systems of the students. The dependent variable was teacher attitude; the independent variables were method of instruction and teacher dogmatism. Findings suggested that the instructional method was very effective in changing the attitudes about teaching science. It was noted that these changes due to the treatment were for the most part unrelated to the belief systems of the students. (Author/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 (49th, San Francisco, California, April 23-25, 1976)