Literaturnachweis - Detailanzeige
Autor/inn/en | Akerson, Valarie L.; Buzzelli, Cary A.; Eastwood, Jennifer |
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Titel | The Relationship between Preservice Early Childhood Teachers' Cultural Values and Their Perceptions of Scientists' Cultural Values |
Quelle | In: Journal of Science Teacher Education, 21 (2010) 2, S.205-214 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1046-560X |
DOI | 10.1007/s10972-009-9176-1 |
Schlagwörter | Stimulation; Social Behavior; Early Childhood Education; Young Children; Values; Science Teachers; Scientists; Preservice Teachers; Perception; Comparative Analysis; Evaluation; Teacher Education; Science Education; Science Instruction Social behaviour; Soziales Verhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Wertbegriff; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Scientist; Wissenschaftler; Wahrnehmung; Evaluierung; Lehrerausbildung; Lehrerbildung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht |
Abstract | This paper describes research that compares preservice early childhood teachers' cultural values and the values they believe are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz (1992) "Adv Exp Soc Psychol" 25:331-351) preservice early childhood teachers cultural values were assessed, followed by an assessment of the values they believed were held by scientists. Schwartz postulated that cultural values could be aggregated into 11 domains (universalism, benevolence, tradition, self-direction, stimulation, hedonism, achievement, power, conformity, spirituality, and security). Paired T-tests indicated significant differences between preservice early childhood teachers' cultural values from those they believed scientists held on the domains of power, achievement, stimulation, benevolence, conformity, and security. The discussion explores the meaning of these results and provides implications for early childhood science teacher education. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |