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
Copyright Date
1991
Language
en
Proquest ID
AAI9202396
File Format
application/pdf
File Size
277 pages
Recommended Citation
Thompson, Kenneth Wayne, "An investigation of the science content preparation of Iowa State University elementary education majors: relationships among secondary and college course backgrounds, attitude toward teaching science, science teaching efficacy, science misconceptions, and science achievement " (1991). Retrospective Theses and Dissertations. 10075.
https://lib.dr.iastate.edu/rtd/10075
Included in
Curriculum and Instruction Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons