Effects of a science program for preservice elementary teachers on attitudes toward science and teaching science.

Abstract

This study was undertaken to determine the effectiveness of a purportedly exemplary science education program for preservice elementary teachers in the area of attitudes. If, as is cited in the literature, positive attitudes toward science are required for positive attitudes toward teaching science, and the attitudes of the elementary teacher are passed on to the elementary student, then creating positive attitudes is a crucial aspect of preservice elementary teacher training. Pre- and post-test attitude surveys with a semantic differential format administered to preservice elementary teachers enrolled in the four required science methods courses (physics, chemistry, earth science, and biology) during the Fall 1991 semester at a midwestern teaching university constituted the raw data for this study. Attitude data was also obtained from student teachers who had completed the program, and professional teachers who had graduated from this university. A net positive attitude change was found both for science and teaching science, as well as positive attitude changes for physics and teaching physics, and biology. The likely variables accounting for the positive attitude changes in the biology (toward biology) and physics (toward physics and teaching physics) classes are the instructor of the course and the chosen teaching methods. Instructors of these courses emphasized the use of simple, easily-obtained materials for use in a hands-on, activity-oriented curriculum which was made specifically relevant for the student's future needs as a teacher. Perhaps most useful for this study is the finding that student teachers and professional teachers (who have been teaching for up to five years) maintain these positive attitudes toward science and teaching science. Training in the elementary science program at the university is consistently cited as valuable in the teacher's preparation to teach elementary science. Elementary science attitudes make a difference and perpetuate themselves. If students have good science experiences in the elementary classroom, they are likely to continue to feel good about science. Paying attention to the preservice elementary teachers' attitudes toward science and teaching science in their teacher training can affect generations of students (and teachers) to come.