Developing Attitude to Science Education Scales for Use with Primary Teachers

Autor/inn/en	Pell, Anthony; Jarvis, Tina
Titel	Developing Attitude to Science Education Scales for Use with Primary Teachers
Quelle	In: International Journal of Science Education, 25 (2003) 10, S.1273-1295 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Foreign Countries; Urban Schools; Test Reliability; Planning; Inservice Teacher Education; National Curriculum; English; Control Groups; Science Instruction; Elementary School Teachers; Test Construction; Attitude Measures; Science Education; Teacher Attitudes; Teacher Characteristics; Teacher Competencies; Self Efficacy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Testreliabilität; Ablaufplanung; Planungsprozess; Lehrerfortbildung; English language; Englisch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Testaufbau; Naturwissenschaftliche Bildung; Lehrerverhalten; Lehrkunst; Self-efficacy; Selbstwirksamkeit
Abstract	This paper reports the development of attitudes to science and science teaching scales for primary teachers. The investigation is part of a project intended to improve pupil achievement in science in 16 English city schools. The baseline performance of the attitude scales is reported with 76 teachers, half of whom formed a control group. The 49-item attitudes to science teaching scale of Cronbach-alpha reliability 0.96 has sub-scales of practical science teaching and professionalism. The project teachers were less confident of teaching science than teaching the English language. They particularly lacked confidence in teaching physical processes, "guided discovery" investigations and planning lessons within the National Curriculum as required in English schools. Attitude findings suggest appropriately focused in-service might be successful. Being a promoted teacher with some subject or administrative responsibility tends to lower certain attitudes to effective science teaching. This "regression upon promotion effect" is speculated to be a consequence of the demands of the English school National Curriculum. (Contains 14 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10