An Investigation of Three Approaches for Science Methods Instruction of Pre-Service Elementary Teachers.

Autor/in	Horak, Willis J.
Titel	An Investigation of Three Approaches for Science Methods Instruction of Pre-Service Elementary Teachers.
Quelle	(1979), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Research; Elementary Education; Elementary School Teachers; Preservice Teacher Education; Science Course Improvement Projects; Science Education; Science Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Science; Science teacher; Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to determine if alternative modes of science methods instruction differentially affect pre-service elementary teachers: (1) beliefs about science teaching; (2) general attitudes toward teaching; and (3) beliefs about the relative importance of specific teacher behaviors. The subjects were 90 students enrolled in three alternative science methods courses. One course was taught in an open classroom mode where field experiences in selected team-taught open classrooms accounted for over half of the instructional time. One course was taught in a self-contained classroom mode. The third course was the traditional on-campus science methods course which used very few field experiences. The instruments used in the study were the PMT Questionnaire, a science-teaching affective attitude instrument, and a Science Behavior Classroom Q-sort. The first two instruments were given as pre- and post-tests, whereas the third was only a post-test. As a result, the students in the different courses did exhibit different attitudes and beliefs about science teaching. Students in the open classroom ranked items about student structure higher than did students in the other sections, and also had a preference for ESS materials. Guided discovery and rational enquiry models of instruction appeared to be the most useful for on-campus students. (Author/BB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC