Comments on “science teachers' attitudes toward science and science teaching”

1983 ◽  
Vol 20 (8) ◽  
pp. 803-804 ◽  
Author(s):  
Thomas R. Koballa
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Attitudes Toward Science ◽  
Teachers Attitudes

Early childhood educators’ attitudes toward science teaching in Chinese schools

2019 ◽  
Vol 44 (4) ◽  
pp. 423-435
Author(s):  
Pey-Tee Oon ◽  
Bi Ying Hu ◽  
Bing Wei
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Attitudes And Beliefs ◽  
Childhood Education ◽  
Child Centered ◽  
Teachers Attitudes ◽  
The Rasch Model ◽  
Science Activities

The study looked at early childhood education teachers’ views on teaching science in China using the Preschool-Teachers’ Attitudes and Beliefs toward Science Teaching (P-TABS) instrument. A total of 245 teachers from 60 preschools in Guangdong province in China, selected through a stratified random sampling approach, participated in the current study. The instrument was validated and results were analyzed using the Rasch model. Results revealed that although the sampled teachers support child-centered learning, early childhood education teachers are somewhat uncomfortable in planning science activities that are engaging of preschoolers. The teachers report low confidence in their ability as science teachers and perceived themselves to have inadequate science knowledge. They noted a number of challenges associated with the teaching of science including the overloaded teaching commitments and the lack of resources for use in science activities.

scholarly journals Determining the Relationship between Preschool Teachers’ Attitudes towards Science Teaching and Self-efficacy Beliefs in Terms of Various Variables

2020 ◽  
Vol 31 (4) ◽  
pp. 391-399
Author(s):  
Neslihan Ültay ◽  
◽  
Eser Ültay ◽  
Hatice Yılmazer ◽  
◽  
...  
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Attitudes Toward Science ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
School Teachers ◽  
Teachers Attitudes ◽  
The Relationship ◽  
Science Activities

The aim of this study was to determine the relationship between preschool teachers’ attitudes toward science teaching and self-efficacy beliefs and to examine them in terms of various variables. The research was conducted in the years 2018–2019 using a survey. The study included 113 female and eight male preschool teachers who worked in state or private schools in Turkey. All participated voluntarily. In this study, the “Scale of Attitudes toward Science Teaching” (AST) and “Science Teaching Self-Efficacy Beliefs Scale” (SEB) were used. Both scales used five-point Likert type items. After the scales were applied, semi-structured interviews were conducted with 36 randomly selected teachers and five open-ended questions developed by the researchers were asked. In the light of the findings obtained from the study, it was observed that pre-school teachers’ attitudes toward science teaching and science self-efficacy beliefs did not differ according to gender and professional experience. In addition, there was a positive relationship between teachers’ scores obtained from the AST and SEB, that is, science attitudes and science self-efficacy beliefs were related positively. In other words, teachers who have positive attitude toward science had high self-efficacy beliefs. Learning environments should be prepared to conduct science activities effectively in accordance with different methods and techniques.

scholarly journals Science Teaching Excites Medical Interest: A Qualitative Inquiry of Science Education during the 2020 COVID-19 Pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 148
Author(s):  
Xiaoshan Z. Gordy ◽  
Wesley Sparkmon ◽  
Hyllore Imeri ◽  
Andrew Notebaert ◽  
Marie Barnard ◽  
...  
Keyword(s):  
Distance Learning ◽  
Science Teaching ◽  
Science Teachers ◽  
Online Teaching ◽  
Structured Interview ◽  
School Science ◽  
Qualitative Inquiry ◽  
High School Science ◽  
Technology In Teaching ◽  
Medical Interest

The national or local lockdowns in response to COVID-19 forced education systems to rapidly shift from in-person to distance learning. The hasty transition undoubtedly imposed tremendous challenges on teachers, students and distance learning infrastructure. The purpose of this study was to investigate how high school science teachers who had previously been trained in flipped-learning and advanced educational technology through the Science Teaching Excites Medical Interest (STEMI) program perceived their transition to distance learning during this pandemic. In this study eleven teachers were interviewed with a semi-structured interview guide. Data were analyzed using the deductive-inductive content analytic approach. Our results indicated that teachers reported having more confidence in using technology for teaching online due in part to their participation in the STEMI program. They also reported internet access as one of the most significant barriers, both for students and teachers. While some teachers thought that students may feel more in control of learning due to absence of time and place limits with distance learning, others may struggle to stay engaged without the classroom support they would normally have received. Teachers generally experienced increased workloads and harder work–life balance with online teaching. In spite of the unforeseen challenges, the pandemic situation afforded teachers with opportunities to adopt different technology in teaching and foresee the need for technology integration in order to better prepare for the unexpected in the future.

Sign in / Sign up

Export Citation Format

Share Document