Journal of Elementary Science Education

, Volume 11, Issue 2, pp 57–64 | Cite as

Science process skills and attitudes of preservice elementary teachers

Article

Abstract

This study was conducted to describe the relationship between preservice elementary teachers' competency in science process skills and their attitudes toward science. The instrument selected to measure science process skills was the Test of Integrated Process Skills II (TIPSII). A revision of the Fennema-Sherman Mathematics Attitudes Scales (SAS) was used as a predictor of the subjects' attitudes toward science. The SAS consisted of six subscales also examined in the study. The hypothesis for the study stated that elementary preservice teachers who demonstrated a high competency in process skills would also indicate positive attitudes toward science. The data was collected while subjects were enrolled in an elementary math and science methods course during their first senior semester just before student teaching. Analysis of the data indicated a significant positive correlation between elementary preservice teachers' ability to perform science process skills and their attitudes toward science. Upon analyzing the data collected on the six subscales, a significant positive correlation was found between the TIPS II and the Confidence in Learning Science Scale and the Teacher Scale.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Ary, D., Jacobs, L. C., & Razavich, A. (1985).Introduction to research in education. Chicago: Holt, Rinehart, and Winston.Google Scholar
  2. Beane, D. B. (1988).Mathematics and science: Critical filters for the future of minority students. Washington, DC: The Mid-Atlantic Equity Center, The American University.Google Scholar
  3. Bitner, B. L. (1993, April).ACT science, C-base science, college science hours, and GPA: Predictors of preservice elementary teachers' attitudes toward the teaching of science. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Atlanta, GA.Google Scholar
  4. Blosser, P. E. (1975).How to ask the right questions. Washington, DC: National Science Teachers Association.Google Scholar
  5. Brush, L. R. (1979). Avoidance of science and stereotypes of scientists.Journal of Research in Science Teaching, 16, 237–241.CrossRefGoogle Scholar
  6. Cannon, R., & Simpson, R. (1985). Relationship among attitude, motivation, and achievement of ability grouped, seventh-grade, life science students.Science Education, 69(2), 121–138.CrossRefGoogle Scholar
  7. Carin, A. A., & Sund, R. B. (1989).Teaching science through discovery (6th ed.). Columbus, OH: Merrill.Google Scholar
  8. Cochran, K. (1992). Personal interview/communication. Greeley: University of Northern Colorado.Google Scholar
  9. Demers, S. C., & Shrigley, R. L. (1990). The effect of videotape and written channels of communication on the science attitudes of preservice elementary teachers.Journal of Research in Science Teaching, 27(8), 739–745.CrossRefGoogle Scholar
  10. Downing, J. E., & Gifford, V. (1996). An investigation of preservice teachers science process skill and questioning strategies used during a demonstration science discovery lesson.Journal of Elementary Science Education, 8(1), 65–76.CrossRefGoogle Scholar
  11. Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instrument designed to measure attitudes toward the learning of mathematics by males and females [Abstract].JASA Catalog of Selected Documents in Psychology, 6(1), 31.Google Scholar
  12. Funk, J. H., Fiel, R. L., Okey, J. R., Jaus, H. H., & Sprague, C. S. (1985).Learning science process skills (2nd ed.). Dubuque, IA: Kendall/Hunt.Google Scholar
  13. Germann, P. J. (1989). Directed inquiry approach to learning science process skills: Treatment effects and aptitude-treatment interactions.Journal of Research in Science Teaching, 26(3), 237–250.CrossRefGoogle Scholar
  14. Haladyna, T., & Shaughness, J. (1982). Attitudes toward science: A review.Science Education, 66(4), 547–563.CrossRefGoogle Scholar
  15. Harlen, W., Holroyd, C., & Byrne, M. (1995).Confidence and understanding in teaching science and technology in primary schools. Edinburgh: Scottish Council for Research in Education.Google Scholar
  16. Harty, H., & Enochs, L. G. (1985). Toward reshaping the in-service education of science teachers.School Science and Mathematics, 85, 125–135.CrossRefGoogle Scholar
  17. Jasalavich, S. M. (1992).Preservice elementary teachers' belief about science teaching and learning and perceived sources of their beliefs prior to their first formal science teaching experience. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston, MA.Google Scholar
  18. Mechling, K. R., & Oliver, D. L. (1983).Science teaches basic skills. Washington, DC: National Science Teachers Association.Google Scholar
  19. Okey, J. R., Wise, K. C., & Burns, J. C. (1982).Test of Integrated Process Skills (TIPS II). Athens: University of Georgia, Department of Science Education.Google Scholar
  20. Radford, D. L., DeTure, L. R., & Doran, R. L. (1992, March).A preliminary assessment of science process skills achievement of preservice elementary teachers. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston, MA.Google Scholar
  21. Rice, D. C., & Roychoudhury, A. (1994, March).An exploratory study of how one science educator contributes to preservice elementary teachers' confidence in their science teaching abilities. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Anaheim, CA.Google Scholar
  22. Scharmann, L. C. (1989). Development influences of science process skill instruction.Journal of Research in Science Teaching, 26(8), 715–726.CrossRefGoogle Scholar
  23. Strawitz, B. M. (1989). The effects of testing on science process skill achievement.Journal of Research in Science Teaching, 26(8), 659–664.CrossRefGoogle Scholar
  24. Thompson, C. L., & Shrigley, R. L. (1986). What research says: Revising the Science Attitude Scale.School Science and Mathematics, 86(4), 331–343.Google Scholar
  25. Van Dalen, D. B. (1973).Understanding educational research (3nd ed.). New York: McGraw-Hill.Google Scholar
  26. Watter, J. J., Ginns, I. S., Neumann, P., & Schweitzer, R. (1994, July).Enhancing preservice teacher education students' sense of science teaching self-efficacy. Paper presented at the Annual Meeting of the Australian Teacher Education Association, Brisbane, Queensland, Australia.Google Scholar
  27. Zeitler, W., & Barufaldi, J. P. (1988).Elementary school science: A perspective for teachers. White Plains, NY: Longman.Google Scholar

Copyright information

© Springer Netherlands 1999

Authors and Affiliations

  1. 1.College of EducationEastern Kentucky UniversityRichmond

Personalised recommendations