Comprehensive Program for Science Teacher Education Evaluation Report Number One, University of South Dakota.

Autor/inn/en	Sagness, Richard L.; Bertrand, Wallace
Institution	South Dakota Univ., Vermillion. Educational Research and Service Center.
Titel	Comprehensive Program for Science Teacher Education Evaluation Report Number One, University of South Dakota.
Quelle	(1972), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Research; Evaluation; Higher Education; Inservice Teacher Education; Program Evaluation; Science Education; Science Teachers; Secondary Education; Secondary School Science; Secondary School Teachers + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Programme evaluation; Programmevaluation; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich
Abstract	This report presents the set of evaluation guidelines and instruments prepared for the evaluation of the Comprehensive Program for Science Teacher Education at the University of South Dakota. The participants in the study were inservice secondary science teachers enrolled in the Comprehensive Program. The participants were pre- and post-tested in: science subject matter competency; understanding of science; attitudes toward mathematics, science, science teaching, and laboratory work; and the nature of the science classroom and laboratory activities which the participants feel should be used for secondary school science instruction. The data resulting from these tests are reported and analyzed, along with an extensive profile of the participants' teaching experience. Among the conclusions derived from the data were: little change was noted on the participant attitude measures used as pre- and post-tests; in general, participants were pleased with the program; the participants entered the program in generally good agreement with science educators as to the types of activities which should be used for secondary science instruction, and the program strengthened this agreement; and the participants showed significant progress in subject matter competencies by the completion of the program. (MLH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC