An Implementation Study: An Analysis of Elementary Student and Teacher Attitudes toward Science in Process-Approach vs. Traditional Science Classes.

Autor/inn/en	Kyle, William C.; und weitere
Titel	An Implementation Study: An Analysis of Elementary Student and Teacher Attitudes toward Science in Process-Approach vs. Traditional Science Classes.
Quelle	(1986), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Discovery Learning; Elementary Education; Elementary School Science; Inquiry; Inservice Teacher Education; Learning Processes; Process Education; Science Curriculum; Science Education; Science Instruction; Science Teachers; Scientific Attitudes; Student Attitudes; Teacher Attitudes; Texas + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Elementarunterricht; Lehrerfortbildung; Learning process; Lernprozess; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten
Abstract	In anticipation of House Bill 246 (now Texas Administrative Code Chapter 75) which requires an inquiry-based, process-approach to the teaching of science, the Richardson Independent School District established the Elementary Science Pilot Project and adopted the Science Curriculum Improvement Study (SCIS) as part of their new K-6 Science through Discovery curriculum. This paper reports on a study which attempted to assess and analyze the attitudes toward science of teachers and students in SCIS classes as compared to teachers and students in non-SCIS classes. A post-test-only control group design was used for this study. The Preferences and Understandings instruments (student and teacher versions) were administered; these instruments are attitudinal measures whose items are referenced from the 1977 Third Assessment of Science of the National Assessment of Educational Progress (NAEP). It was found that SCIS and non-SCIS teachers share similar attitudes toward science. After experiencing one year of an inquiry-oriented, process-approach science curriculum, highly significant attitudinal differences toward science and science classes were observed between SCIS and non-SCIS students. (TW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC