The Relationship between Preservice Early Childhood Teachers' Cultural Values and Their Perceptions of Scientists' Cultural Values

Autor/inn/en	Akerson, Valarie L.; Buzzelli, Cary A.; Eastwood, Jennifer
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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