摘要:

AbstractThe focus of this study was to investigate the manner and the degree to which science teachers consider the nature of the subject matter in their decision making addressing the planning and the delivery of instructional tasks. An assumption of the study is that considerations for the nature of the subject matter should be a factor in a teacher's decision making about what to teach and how to teach. Relevant research literature reviewed includes (1) human decision making and the development of cognitive models of reality, (2) modern philosophies of science, and (3) philosophy of science and science education. Methods of data collection and of data analysis followed Spradley's Developmental Research Sequence guidelines for conducting ethnographic research. Validity of research findings was established from the triangulation of observations, interviews, and documents and surveys. The goal of the research was the development of grounded hypotheses about science TEACHERS' pedagogical decision making. Based on the results of this study it is hypothesized that science TEACHERS' decision‐making models of reality for the selection, implementation, and development of instructional tasks are dominated by considerations for (a) student development, (b) curriculum guide objectives, and (c) pressures of accountability. Little, if any, consideration is given to the nature of the subject matter by the science teachers in decision making. Implications exist for the disenfranchisement of teachers from the task of making decisions concerning what to teac

ISSN:0022-4308    

DOI:10.1002/tea.3660260602

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractScience locus of control (SciLOC) orientation is examined as a predictor of attitudes toward science teaching among 104 preservice elementary school teachers. SciLOC orientation refers to beliefs people hold regarding their personal efficacy, or ability to influence the outcome of events, in situations where decisions or actions require either the application of scientific knowledge or the use of reasoning skills associated with scientific thinking. A causal model that links such beliefs to attitudes toward science teaching was formulated and tested in this study. Multiple regression analysis demonstrates that 46% of the variance in attitudes toward science teaching expressed by subjects in the sample studied can be explained by SciLOC orientation. Path analysis of the proposed causal model accounts for 57% of the variance in expressed attitudes and 11% of the variance in SciLOC orientation. These results are interpreted as evidence that SciLOC orientation is a major contributor to attitudes expressed toward science teaching among preservice elementary teachers, with the major contributors to SciLOC orientation remaining to be identified. A troublesome relationship between expressed attitudes and academic performance in college science is also noted.

ISSN:0022-4308    

DOI:10.1002/tea.3660260603

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThe 422 Presidential Science Honorees (1984–86) participated in a Delphi study composed of two surveys. The first survey ascertained the science education journals, general education journals, science indexes, and education indexes that preservice secondary science education majors should be familiar with in their preparation program. There was a 53.9% return rate for the first survey, but data about science and education indexes was too limited for further analysis. The second survey included the most frequently mentioned science education and general education journals and a demographic component. There was a 72.5% return rate for the second survey with 92.1% of the first respondents completing the second survey. The respondents were 36.9% female and 59.8% male. Generally, the respondents were mainly high school teachers who have a Master's degree, are actively involved in their school system's inservice education program for science, attend professional meetings, submit manuscripts for publication, more recently completed a college science course than a college education course, and read science education journals more frequently and thoroughly than general education journals. The most frequently read journals tend to be of a practical orientation. Almost 60% of the respondents read more than one‐third of each issue ofThe Science Teacher.The next five most frequent journals read were:National Geographic, Discover, Science News, American Biology Teacher, andChem Matt

ISSN:0022-4308    

DOI:10.1002/tea.3660260604

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractIn this study American preservice science TEACHERS' responses on Kimball's Nature of Science Survey (NOSS) were used as a basis for analyzing the sense of the nature of science held by a group of Nigerian preservice science teachers. From an item‐by‐item comparison two salient differences were noted. These differences are quite interesting and important, and one would expect to see replication attempts in the near future. The primary difference was that the Nigerian students were much more inclined to see science as a way of producing useful technology. Given the national interests of a developing nation this is an understandable perception and one common among government policy makers. Nevertheless, it is a view with potential long‐range dangers if this view of science is effectively transferred from teacher to student. For example, such a view is likely to raise false expectations in the general population, which when not achieved could result in widespread rejection of science. The second distinctive of the Nigerian students' sense of the nature of science had to do with the openness of science. These students perceived scientists as nationalistic and secretive about their work. This finding is troubling and indicates an important line of investigation: What image of science, especially Western science, is carried in the international media? How is that image understood in non‐Western nations? What are the implications for international scientific coop

ISSN:0022-4308    

DOI:10.1002/tea.3660260605

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260606

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260607

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260608

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260609

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260610

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660260611

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY