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ERIC Number: ED308116
Record Type: Non-Journal
Publication Date: 1989-Feb-23
Pages: 14
Abstractor: N/A
Reference Count: N/A
The Effects of Roleplay on Changing Attitudes of Preservice Elementary Social Studies Teachers toward Reflective Inquiry.
Karwowski, Louise
This study was intended to see if the instructional practices of social studies teacher educators could promote positive change in preservice teachers' attitudes towards the rationales for teaching social studies. It examined the effect of roleplay on the attitude change of preservice elementary teachers toward the reflective inquiry rationale for teaching social studies and the persistence of any attitude change. Fifty-seven preservice elementary teachers from Pennsylvania State University took part in the study. The subjects responded to the reflective inquiry subscale of the Searles-MacPherson Social Studies Questionnaire. They were ranked according to their subscale scores and randomly assigned to the treatment or control groups. The subjects responded to the same questionnaire immediately following the treatment and again three weeks later. The Likert Scales and an analyses of variance were used to analyze the data. Findings revealed that: (1) all groups changed their attitudes toward the reflective rationale; (2) the attitude change of the control groups was not sustained for three weeks; and (3) the attitude change of the treatment group increased, though insignificantly, three weeks after the treatment. Implications are discussed with regard to attitude change theory, methodology, and teacher education. Based upon the principles of attitude change theory, the methodology used in this study, and preservice social studies education course work, several recommendations for further research are made. Fifteen references are included. (GEA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A