Comparing Science Teaching Styles to Students' Perceptions of Scientists

Autor/inn/en	Finson, Kevin D.; Thomas, Julie; Pedersen, Jon
Titel	Comparing Science Teaching Styles to Students' Perceptions of Scientists
Quelle	In: School Science and Mathematics, 106 (2006) 1, S.8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Scientists; Teaching Styles; Science Teachers; Constructivism (Learning); Student Attitudes; Teaching Methods; Science Instruction; Secondary School Teachers; Secondary School Science; Check Lists; Comparative Analysis; Self Efficacy; Teacher Effectiveness; Middle School Students + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Lehrstil; Unterrichtsstil; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Checkliste; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Many educational researchers seem to concur with the idea that, among other factors, the teacher's teaching style has some impact on student learning and the perceptions students develop about science learning and the work of scientists. In this study, nine middle grades teachers' teaching styles were assessed using the Draw-a-Science-Teacher-Teaching Test Checklist (DASTT-C) and categorized along a continuum from didactic to inquiry/constructivist in orientation. Students' (n = 339) perceptions of scientists were determined using the Draw-a-Scientist-Test Checklist (DASTC). Teachers' teaching styles and their students' perceptions of scientists were then compared using nonparametric correlational methods. Results showed that no significant correlation existed between the two measures for the population studied. Although the study provides no understanding about when or how relationships developed between teachers' teaching styles and students' perceptions of scientists, trends in the results give rise to some concerns regarding the preparation of future science teachers and the in-service development of practicing teachers. (Author).
Anmerkungen	School Science and Mathematics Association. Texas A&M University, TAMU 4232, College Station, TX 77843. Tel: 979-862-8100; e-mail: ssmj@coe.tamu.edu; Web site: http://ssmj.tamu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10