Active Learning and Preservice Teacher Attitudinal Change [electronic resource] / James D. Johnston.
This study examined the relationship between a constructivist/hands-on elementary methods course in science and preservice teachers' dispositions toward science content and teaching. The study investigated how an active learning and teaching style in science methods courses would affect preserv...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2003.
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| Subjects: |
MARC
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| 100 | 1 | |a Johnston, James D. | |
| 245 | 1 | 0 | |a Active Learning and Preservice Teacher Attitudinal Change |h [electronic resource] / |c James D. Johnston. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2003. | ||
| 300 | |a 23 pages. | ||
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| 500 | |a ERIC Document Number: ED482690. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003). |5 ericd. | ||
| 520 | |a This study examined the relationship between a constructivist/hands-on elementary methods course in science and preservice teachers' dispositions toward science content and teaching. The study investigated how an active learning and teaching style in science methods courses would affect preservice teacher self-efficacy and attitude. Data came from preservice teachers' responses to two instruments (a pretest of general science knowledge and the Science Teaching Efficacy Belief Instrument, completed at the beginning and the end of the course). The data pool consisted of students' responses to the instruments as administered in six semesters and nine sections of the methods course entitled "Science for the P-8 Teacher". Results indicated that preservice teachers' attitudes were more positive at the end of the course. Negative attitudes seemed to be maintained in the semester that had fewer hands-on/open-ended activities. Preservice teachers seemed to enter the class with high outcome expectancies. Items revealed a slightly higher, but significant, change in teacher attitudes. (Contains 31 references.) (SM) | ||
| 650 | 0 | 7 | |a Active Learning. |2 ericd. |
| 650 | 1 | 7 | |a Constructivism (Learning) |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 1 | 7 | |a Experiential Learning. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Methods Courses. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Science Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Self Efficacy. |2 ericd. |
| 650 | 1 | 7 | |a Student Teacher Attitudes. |2 ericd. |
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