Measuring Primary Teachers' Attitudes toward Teaching Science: Development of the Dimensions of Attitude toward Science (DAS) Instrument

Autor/inn/en	van Aalderen-Smeets, Sandra; Walma van der Molen, Juliette
Titel	Measuring Primary Teachers' Attitudes toward Teaching Science: Development of the Dimensions of Attitude toward Science (DAS) Instrument
Quelle	In: International Journal of Science Education, 35 (2013) 4, S.577-600 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.755576
Schlagwörter	Teacher Attitudes; Attitude Measures; Student Teacher Attitudes; Science Instruction; Elementary School Teachers; Elementary School Science; Test Construction; Test Validity; Test Reliability; Construct Validity; Foreign Countries; Questionnaires; Knowledge Base for Teaching; Correlation; Factor Analysis; Netherlands + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Testaufbau; Testvalidität; Testreliabilität; Ausland; Fragebogen; Teaching theory; Theory of teaching; Unterrichtstheorie; Korrelation; Faktorenanalyse; Niederlande
Abstract	In this article, we present a valid and reliable instrument which measures the attitude of in-service and pre-service primary teachers toward teaching science, called the Dimensions of Attitude Toward Science (DAS) Instrument. Attention to the attitudes of primary teachers toward teaching science is of fundamental importance to the professionalization of these teachers in the field of primary science education. With the development of this instrument, we sought to fulfill the need for a statistically and theoretically valid and reliable instrument to measure pre-service and in-service teachers' attitudes. The DAS Instrument is based on a comprehensive theoretical framework for attitude toward (teaching) science. After pilot testing, the DAS was revised and subsequently validated using a large group of respondents (pre-service and in-service primary teachers) ("N" = 556). The theoretical underpinning of the DAS combined with the statistical data indicate that the DAS possesses good construct validity and that it proves to be a promising instrument that can be utilized for research purposes, and also as a teacher training and coaching tool. This instrument can therefore make a valuable contribution to progress within the field of science education. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10