Degree Type

Dissertation

Date of Award

1991

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

Gary E. Downs

Abstract

The goal of this study was to explore the role that formal science content education plays in the process of educating future elementary teachers of science. The formal science content preparation of elementary education majors was investigated to explore the relationships between secondary school and college science content preparation and science achievement, attitude toward teaching science, science teaching efficacy, selected science misconceptions, and other demographic variables. Some of the instruments utilized included Enoch's and Rigg's Science Teaching Efficacy Belief Instrument Form B, Thompson's and Shrigley's Revised Science Attitude Scale, the ACT Science Reasoning Test, student constructed concept maps, and a demographics questionnaire;Although a number of statistically significant relationships were found to exist among the variables, the significant correlations were mainly in what might be classified as low to moderate ranges of correlation;The results of this research can be drawn upon to make recommendations and set strategies for policy makers to consider when determining how to best prepare elementary education majors to teach science.

DOI

https://doi.org/10.31274/rtd-180813-9518

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Kenneth Wayne Thompson

Language

en

Proquest ID

AAI9202396

File Format

application/pdf

File Size

277 pages

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