Abstract
The study on primary teachers’ attitudes towards science and technology has received considerable research attention over the last decades. However, if one looks at the extant literature in this domain, a major problem that becomes apparent is the lack of consistency in the conceptualization of what is meant by teacher attitudes. Attitude is a complex and multidimensional construct and a clear definition and thorough theoretical understanding are essential for research in this area. The present chapter is intended to shed more light on this construct and to present the results of a focus group study amongst pre- and in-service primary teachers that investigated both their personal attitudes towards science and technology and their attitudes towards teaching science and technology at primary school level.
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Asma, L., Molen, J.W.v.d., Aalderen-Smeets, S.v. (2011). Primary Teachers’ Attitudes Towards Science and Technology. In: Vries, M.J.d., Kuelen, H.v., Peters, S., Molen, J.W.v.d. (eds) Professional Development for Primary Teachers in Science and Technology. International Technology Education Studies, vol 9. SensePublishers. https://doi.org/10.1007/978-94-6091-713-4_8
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DOI: https://doi.org/10.1007/978-94-6091-713-4_8
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