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Cognitive and Attitudinal Predictors Related to Line Graphing Achievement among Elementary Pre-service Teachers

  • Published:
Journal of Science Teacher Education

Abstract

The purpose of this study was to determine the extent to which six cognitive and attitudinal variables predicted pre-service elementary teachers’ (N = 87) performance on line graphing. Predictors included reading comprehension and mathematics scores, logical thinking performance scores, as well as measures of attitudes toward science, mathematics and graphing. Results indicated that mathematical and logical thinking ability were the most significant predictors of line graph performance among the other variables, accounting for 41% of the total variability. Findings from this study suggest that elementary science education programs augment instruction to include aspects of mathematics and logical thinking.

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Authors and Affiliations

  1. Department of Curriculum and Instruction, Western Illinois University, 1 University Circle, Horrabin Hall 69, Macomb, IL, 61455, USA

    Sebastian Szyjka

  2. Southern Illinois University, Carbondale, IL, USA

    Frackson Mumba & Kevin C. Wise

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  1. Sebastian Szyjka
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Szyjka, S., Mumba, F. & Wise, K.C. Cognitive and Attitudinal Predictors Related to Line Graphing Achievement among Elementary Pre-service Teachers. J Sci Teacher Educ 22, 563–578 (2011). https://doi.org/10.1007/s10972-010-9207-y

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  • DOI: https://doi.org/10.1007/s10972-010-9207-y

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