The Efficacy of the "Dimensions of Attitudes toward Science (DAS)" for Explaining Primary Preservice Teachers' Intention to Teach Science

Autor/inn/en	Mills, Reece; Whiteford, Chrystal; Brown, Daniel; Tomas, Louisa
Titel	The Efficacy of the "Dimensions of Attitudes toward Science (DAS)" for Explaining Primary Preservice Teachers' Intention to Teach Science
Quelle	In: International Journal of Science Education, 45 (2023) 3, S.165-180 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mills, Reece) ORCID (Brown, Daniel) ORCID (Tomas, Louisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2154131
Schlagwörter	Attitude Measures; Preservice Teachers; Intention; Science Instruction; Foreign Countries; Student Attitudes; Test Validity; Elementary School Science; Science Teachers; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Schülerverhalten; Testvalidität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Australien
Abstract	There is a need for robust, empirically-validated conceptualisations of teachers' attitudes towards teaching science, with a view to understand how these might explain their intention to teach science. The "Dimensions of Attitudes Toward Science" (DAS) theoretical framework suggests that cognitive, affective and perceived control dimensions of teachers' professional attitudes may be related to their behavioural intention to teach science. While the DAS framework has been employed in numerous studies investigating the attitudes of preservice and inservice teachers, its efficacy remains mostly unknown. The current study employed a cross-sectional survey research design to investigate the question, "to what extent does the DAS theoretical framework explain primary preservice teachers' intention to prioritise teaching science in their future practice?" Early childhood and primary preservice teachers (n = 250) at an Australian university completed the DAS instrument prior to completing a science curriculum unit. Structural equation modelling revealed inadequate/poor model fit across multiple indices. Perceived relevance of science education and enjoyment teaching science were statistically significant predictors of preservice teachers' intention to prioritise teaching science, whereas other attitudinal constructs from the framework were not significant in this research. These findings warrant further attention to theories of behaviour and behaviour change in science education research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01