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ERIC Number: ED528501
Record Type: Non-Journal
Publication Date: 2011
Pages: 10
Abstractor: ERIC
Reference Count: 24
ISBN: N/A
ISSN: N/A
Preschool Teachers' Attitudes and Beliefs toward Science: Development and Validation of a Questionnaire
Maier, Michelle F.; Greenfield, Daryl B.; Bulotsky-Shearer, Rebecca
Society for Research on Educational Effectiveness
The goal of the current study was to develop and validate a self-report questionnaire of preschool teachers' attitudes and beliefs toward science. In preparation for the current study, the research team developed the Preschool Teachers' Attitudes and Beliefs toward Science Questionnaire (P-TABS). The sample consists of 507 teachers: 98% female, 34% White or Caucasian, 34% Black or African-American, 26% Hispanic or Latino, 5% other, and 1% did not respond. This study provides evidence that the P-TABS is a reliable and valid measure of early childhood teachers' attitudes and beliefs toward science for a diverse set of Head Start programs in Florida. However, the authors' findings are limited to this population of early childhood educators. Further work should be conducted with a broader range of early childhood teachers, as well as with early childhood teachers implementing science curricula, to see if the P-TABS is valid for these populations of educators. Further evidence of concurrent and predictive validity of the P-TABS is also needed. There has been an increased focus on science teaching in the preschool classroom in recent years. However, the current lack of valid and reliable instruments for science in early childhood has challenged the authors' ability to assess the effectiveness of these efforts. To address this need, the present study expands the availability of valid and reliable measures of preschool teacher attitudes and beliefs toward science. Current findings indicate that positive teacher attitudes and beliefs toward science are associated with implementing science-related instructional practices in the classroom. Further, results support the idea that teacher attitudes and beliefs should be addressed in order for professional development training focused on science to be effective. Further knowledge of these teacher-related factors may help researchers and educators to determine how teacher attitudes and beliefs toward science affect teaching practices, curriculum fidelity and, ultimately, student outcomes. (Contains 1 table.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Florida