RELATIONSHIP BETWEEN TEACHERS’ COLLEGE SCIENCE PREPARATION AND THEIR ATTITUDES TOWARD SCIENCE

2.50
Hdl Handle:
http://hdl.handle.net/11290/607921
Title:
RELATIONSHIP BETWEEN TEACHERS’ COLLEGE SCIENCE PREPARATION AND THEIR ATTITUDES TOWARD SCIENCE
Authors:
Dowdy, Jessie Thomas
Abstract:
Purpose of the Study: The major purpose of this study was to identify the relationship, if any, between teachers’ attitudes toward science and their backgroundinscience. Particularinterestwasplacedonpracticingteachers' college-science exposure. Procedure: Dataforthisstudywereobtainedduringthespringof2002viaa survey,whichwasavailabletopracticingteachersviatheInternetorbyprint. A descriptive science demographic section accompanied the Test of Science Related Attitudes (TOSRA). Demographic information for the practicing teachers included the type of college, two or four-year, science instruction received, years since science instruction, age, and areas of science instruction including biology, geology, chemistry, physical science and astronomy. Hypotheses were established and tested using correlation and t-test analyses. Results: The research determined that: 1) teachers prepared at two-year and four-year institutions feel about the same toward science, 2) th e more science courses ttiat apracticingteachertookatatwo-yearcollegeresulted inamore favorable impressionofsciencebytheteacher,3)apracticingteacherwho earned a fritgher science GPA while in college felt more positively about science than a teacher who earned a lower science GPA, and 4) practicing teachers w ere more likely to dislike science if they had taken biology while in college.
Affiliation:
Texas A&M University- Commerce
Issue Date:
2005
URI:
http://hdl.handle.net/11290/607921
Submitted date:
2015-09-29
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Quantitative
Learning Environment:
Formal
Subjects:
In-Service
Construct:
Affective Belief/Identity Motivation/Attitude General Teaching Strategies
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorDowdy, Jessie Thomasen
dc.date.accessioned2016-05-04T08:57:56Zen
dc.date.available2016-05-04T08:57:56Zen
dc.date.issued2005en
dc.date.submitted2015-09-29en
dc.identifier.urihttp://hdl.handle.net/11290/607921en
dc.description.abstractPurpose of the Study: The major purpose of this study was to identify the relationship, if any, between teachers’ attitudes toward science and their backgroundinscience. Particularinterestwasplacedonpracticingteachers' college-science exposure. Procedure: Dataforthisstudywereobtainedduringthespringof2002viaa survey,whichwasavailabletopracticingteachersviatheInternetorbyprint. A descriptive science demographic section accompanied the Test of Science Related Attitudes (TOSRA). Demographic information for the practicing teachers included the type of college, two or four-year, science instruction received, years since science instruction, age, and areas of science instruction including biology, geology, chemistry, physical science and astronomy. Hypotheses were established and tested using correlation and t-test analyses. Results: The research determined that: 1) teachers prepared at two-year and four-year institutions feel about the same toward science, 2) th e more science courses ttiat apracticingteachertookatatwo-yearcollegeresulted inamore favorable impressionofsciencebytheteacher,3)apracticingteacherwho earned a fritgher science GPA while in college felt more positively about science than a teacher who earned a lower science GPA, and 4) practicing teachers w ere more likely to dislike science if they had taken biology while in college.en
dc.description.provenanceMade available in DSpace on 2016-05-04T08:57:56Z (GMT). No. of bitstreams: 1 0d55eef3-a69d-46ea-abc8-e59fefd245d9.pdf: 6393632 bytes, checksum: 4be3350348d86e89da3a5efabf9d4498 (MD5) Previous issue date: 2005en
dc.language.isoEnglish Paperen
dc.titleRELATIONSHIP BETWEEN TEACHERS’ COLLEGE SCIENCE PREPARATION AND THEIR ATTITUDES TOWARD SCIENCEen
dc.typeDissertation/Thesisen
dc.contributor.departmentTexas A&M University- Commerceen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructAffective Belief/Identity Motivation/Attitude General Teaching Strategiesen
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQuantitativeen
dc.istar.subjectIn-Serviceen
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