Bibliography: p. -126.
|Statement||Ralph E. Martin, Jr.|
|Series||American university studies., vol. 3|
|LC Classifications||LB1585 .M29 1984|
|The Physical Object|
|Pagination||xiii, 191 p. :|
|Number of Pages||191|
|LC Control Number||83049429|
Examined the effects different communicators (science methods instructors, supervisors, graduate assistants, and others) had on the attitudes of 25 elementary education majors toward science and science teaching, focusing on which communicators were perceived as being the most credible. (DH)Cited by: 6. Theoretical Framework for Primary Teachers' Attitudes Toward Science. As mentioned in the Introduction to this article, our main goal was to develop a new theoretical framework for describing and researching primary teachers' attitudes toward science and the teaching of science. This framework is presented in Figure 1. It is the result of (a Cited by: background, science training and instruction, and teacher attitude towards science were sent to teachers currently in elementary classrooms teaching science. Responses were compiled and analyzed, and the results were actually surprising. Read on to discover how teachers REALLY feel about teaching science in today’s Size: KB. (). Science Teacher Attitudes Toward Inquiry-Based Teaching and Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 88, No. 2, pp.
a survey of teacher attitudes, student test data in science content knowledge, and inquiry work samples are examined in an effort to gain an understanding of this 16 Journal of Elementary Science Education • . 1. Introduction. As scientific knowledge continues to accumulate, attitudes toward science appear to have become increasingly negative. Although modern history is replete with examples of controversy sparked by science, it has been suggested that public distrust in science is once again on the increase (e.g., recurring contentious topics in the public debate are climate change, vaccination. The teacher, through either positive or negative attitude in communication with students and in how he/she reflects this, directs the shape of their lives, has a positive or negative effect on the attitude shown toward themselves or the public in general, affecting development of the ability to communicate, research and be creative (Ataunal, ). Factors affecting teachers’ attitude towards teaching and learning social studies There are many factors responsible for display of negatives and unfriendly attitudes by the teachers towards their teaching subjects. These factors include: Students’ attitude towards Social Studies- Social studies is quite different from what it was before.
Next, we discuss ways that could lead to changes towards adequate teaching attitudes through both the training of future teachers and the in-service teacher education programs. The present discussion is mostly limited to secondary school physics (science) teachers ( years old pupils), but it applies to primary teachers, without loss of. Investigated were third-year elementary education students to determine instructor characteristics which most enhanced credibility in courses intended to develop a positive attitude toward teaching science. High credibility characteristics included: reference to practical activities, modeling teaching modes, past teaching experience, counseling students, and counseling inservice teachers. Reported is a study designed to test Hovland's principle of attitude change as related to attitudes toward science and science teaching. An illustration of an open book. Books. An illustration of two cells of a film strip. The Influence of Communicator Credibility on Preservice Elementary Teachers' Attitudes Toward Science and Science. fessional attitude, i.e. attitude toward teaching science and teachers’ personal attitude, Measuring Dimensions of Attitudes T oward Science 3 Downloaded by [Universiteit Twente] at