Literaturnachweis - Detailanzeige
| Autor/inn/en | Radford, David L.; und weitere |
|---|---|
| Titel | A Preliminary Assessment of Science Process Skills Achievement of Preservice Elementary Teachers. |
| Quelle | (1992), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Education Majors; Elementary Education; Higher Education; Preservice Teacher Education; Process Education; Science Education; Science Teachers; Scientific Attitudes; Skills; Student Attitudes |
| Abstract | This paper suggests that if teachers expect students to learn the processes of science, then at least three conditions must be present: the teacher must have a command of the process skills; the students must be taught and given opportunities to practice the skills; and student progress in acquiring the skills must be evaluated. This research study gathered data for a preliminary analysis of the first of these conditions, the command of process skills by preservice elementary teachers. Process skills achievement was measured using performance items from the Second International Science Study (SISS). The other two conditions are indirectly addressed through an attitude survey. Fifty undergraduate elementary education majors enrolled in teacher education programs in Florida and Louisiana were given items from the practical laboratory skills test developed for SISS. An attitude survey was developed to assess preservice teacher's attitudes toward science, science teaching, science process skills, and assessment of science content processes. The items for this instrument are presented in the appendix. The preservice teachers scored higher on the fifth grade and ninth grade science process skills test than a U.S. sample of students. Elementary education students who had taken a science methods course had significantly more positive attitudes toward science and science teaching than did elementary education majors who had not yet taken a science methods class. (PR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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