Beliefs of Science Teachers towards the Implementation of Controversial Social/Technological Issues As Part of the Extant Curriculum.

Autor/inn/en	Pedersen, Jon E.; Spivey, Kristi
Titel	Beliefs of Science Teachers towards the Implementation of Controversial Social/Technological Issues As Part of the Extant Curriculum.
Quelle	(1996), (46 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Controversial Issues (Course Content); Elementary Secondary Education; Questionnaires; Science and Society; Science Curriculum; Teacher Attitudes; Teacher Student Relationship; Technology + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Fragebogen; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Technologie
Abstract	The study reported in this paper examined a group of science teachers' beliefs about the implementation of controversial social/technical issues in the extant science curriculum. Beliefs were measured by a 44-item Likert type instrument. Teachers were asked to elucidate their ideas relating to the teaching of social issues in areas such as support for teaching controversial social/technological issues, sources of information on controversial social/technological issues, and specific issues they believe are of importance to include in the extant curriculum. Several aspects of teachers' beliefs about curriculum and textbook usage, personal beliefs about controversial issues, specific social issues and their importance, outside influences, and teacher-student relations were investigated. Results indicate that teachers feel that controversial topics are important to study, yet lack the support from communities to implement such controversial topics. Contains 47 references. (Author/JRH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01