An Analysis of the Training, Attitudes, and Competence of the Preservice Elementary Teacher in Science Education at the University of Oregon.

Autor/in	Christiansen, Lee Eugene
Titel	An Analysis of the Training, Attitudes, and Competence of the Preservice Elementary Teacher in Science Education at the University of Oregon.
Quelle	(1971), (94 Seiten)Verfügbarkeit Ph.D. Dissertation, University of Oregon...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Doctoral Dissertations; Educational Research; Elementary Education; Elementary School Science; Elementary School Teachers; Preservice Teacher Education; Science Education; Student Teaching; Teacher Attitudes; Teacher Characteristics + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Teaching practice; Unterrichtspraxis; Lehrerverhalten
Abstract	The major purpose of this study was to analyze the training, attitudes, and competence of the preservice elementary teacher in science education. Sixty-eight preservice teachers in elementary education, participating in the terminal student teaching experience, provided the sample population for this study. The following instruments were used: (1) Stanford Achievement Test - High School Science Battery, (2) three attitude inventories, (3) Science Content Course Inventory, and (4) Student Questionnaire. The latter two instruments were developed by the researcher. Seven hypotheses related to the training, attitudes and competence were tested. The analysis of data involved the "t" distribution method for significant differences and the Pearson Product Moment for significant relationships. Descriptive statistics were employed in analyzing related research issues. Preservice elementary teachers with more positive attitudes toward science content courses obtained higher achievement scores and exhibited more positive attitudes toward teaching elementary science. Those who displayed more positive attitudes toward the methods course reflected more positive attitudes toward the teaching of science. All perceived science as an integral part of the elementary curriculum, but more than 50 percent indicated science content as their main area of concern in teaching elementary science. (Author/EB)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-8517, MF-$5.00, Xerography-$11.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01