ERIC Number: ED406149
Record Type: RIE
Publication Date: 1997-Mar
Science Experiences and Attitudes of Elementary Education Majors as They Experience Biology 295: A Multiple Case Study and Substantive Theory.
Crowther, David T.; Bonnstetter, Ronald J.
In response to national reform movements, an introductory biology content science course specifically designed for elementary education majors has been developed and implemented for 3 years in a collaborative manner between the School of Biological Sciences and the Teachers College. Preliminary and ongoing quantitative survey analysis of teacher attitudes towards science showed statistical significance in all sections taught and analyzed over the past 3 years. This is an in-depth qualitative multiple-case study using cross-case analysis to explore the reasons for the attitude and confidence shift, and to generate a substantive theory based upon the findings. Evidence collected and analyzed came from journal entries, pre- and post-interviews, videotape, informal conversations, classroom assignments, and teaching assignments. Data clearly showed similar themes in each case. Cross-case analyses showed a personal progression in learning content biology with a concurrent philosophical development. This cross-case comparison led to a substantive theory of how preservice teachers experience learning in this alternative-content science course. The substantive theory clearly labeled hurdles which each of the participants experienced and overcame with participation in the course. Contains 63 references. (Author/PVD)
Descriptors: Anxiety, Biology, Case Studies, Course Content, Curriculum Development, Education Majors, Elementary Education, Higher Education, Preservice Teacher Education, Professional Development, Program Evaluation, Science Curriculum, Teacher Attitudes, Teacher Education Programs, Teaching Methods, Training Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (70th, Oak Brook, IL, March, 1997).