ERIC Number: ED127136
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
The Investigation of Attitude Changes of Elementary Preservice Teachers in a Competency-Based, Field-Oriented Science Methods Course and Attitude Changes of Classroom Teachers Cooperating with the Field Component.
Piper, Martha K.
Thirty-six students enrolled in an elementary science methods course were randomly selected and given an instrument using Osgood's semantic differential approach the first week of class, the sixth week on campus prior to field experiences, and the thirteenth week following field experiences. The elementary teachers who had observed the university students teaching in their classrooms were given the semantic differential prior to the students teaching and following the students teaching in their classrooms. Five protocols were used to test the change in attitudes: (1) Science in High School; (2) Science as Remembered in Elementary School; (3) Science Methods Course; (4) Science in the News; and (5) Teaching Science to Children. At the end of five weeks of on-campus activities, the university students changed their attitudes in a negative direction toward (1) and (2), but in a positive direction toward (3) and (5). Following the reality experiences with children in the field, attitudes toward (3) and (5) were even more positive than prior to field experiences. The attitudes of classroom teachers who had university students teach science activities in their classrooms also changed in a negative direction toward (1) and in a positive direction toward (5). (Author/MH)
Publication Type: Reports - Research
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)