Abstract
Teachers’ confidence and attitudes towards science teaching and science understanding were tested before and after a major in-service programme in 31 schools. The 70 teachers’ attitudes were assessed using a 49-item Likert-scale test. Science understanding was measured by multi-choice and open-ended questions. Data on pupils’ attitudes and cognition was also collected. After in-service, overall teachers’ initial confidence about science teaching had improved significantly. The majority of teachers, but not all, had developed satisfactory levels of understanding and more positive attitudes. Teachers responded to the in-service programme in different ways. Four teacher types were identified: high attainers who improved attitudes and confidence; teachers with limited science knowledge who found the course difficult but made improvements; unaffected professionals who were already working well and for whom the course had little effect; and disaffected teachers who showed low levels of confidence and competence throughout. Pupil cognition and attitudinal differences related to these types were found.
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Jarvis, T., Pell, A. (2005). The Relationships Between Primary Teachers’ Attitudes and Cognition During a Two Year Science In-Service Programme. In: Boersma, K., Goedhart, M., de Jong, O., Eijkelhof, H. (eds) Research and the Quality of Science Education. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3673-6_13
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DOI: https://doi.org/10.1007/1-4020-3673-6_13
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