General science knowledge and attitudes towards science and science teaching of preservice primary teachers: Implications for preservice science units

1989 ◽  
Vol 19 (1) ◽  
pp. 257-267 ◽  
Author(s):  
Keith Skamp
Keyword(s):  
Science Teaching ◽  
Primary Teachers ◽  
Science Knowledge ◽  
General Science ◽  
Knowledge And Attitudes ◽  
Attitudes Towards Science

scholarly journals The usefulness of science knowledge for parents of hearing-impaired children

2018 ◽  
Vol 28 (1) ◽  
pp. 19-37 ◽  
Author(s):  
Sophie Shauli ◽  
Ayelet Baram-Tsabari
Keyword(s):  
Hearing Impaired ◽  
Contextual Knowledge ◽  
Structured Interviews ◽  
Science Knowledge ◽  
General Science ◽  
Knowledge And Attitudes ◽  
Attitudes And Knowledge ◽  
Explained Variance ◽  
Impaired Children ◽  
Hearing Impaired Children

Hearing-impaired children’s chances of integrating into hearing society largely depend on their parents, who need to learn vast amounts of science knowledge in the field of hearing. This study characterized the role played by science knowledge in the lives of nonscientists faced with science-related decisions by examining the interactions between general science knowledge, contextual science knowledge in the field of hearing, and parents’ advocacy knowledge and attitudes. Based on six semi-structured interviews and 115 questionnaires completed by parents of hearing-impaired children, contextual science knowledge emerged as the only predictor for having slightly better advocacy attitudes and knowledge (5.5% explained variance). Although general science knowledge was the best predictor of contextual knowledge (14% of explained variance), it was not a direct predictor of advocacy knowledge and attitudes. Science knowledge plays some role in the lives of hearing-impaired families, even if they do not list it as a resource for successful rehabilitation.

scholarly journals IN-DEPTH TEACHING AS ORIENTED-RESEARCH ABOUT SEASONS AND THE SUN/EARTH MODEL: EFFECTS ON CONTENT KNOWLEDGE ATTAINED BY PRE-SERVICE PRIMARY TEACHERS

2018 ◽  
Vol 17 (1) ◽  
pp. 97-119 ◽  
Author(s):  
Joaquín Martínez-Torregrosa ◽  
Ruben Limiñana ◽  
Asunción Menargues ◽  
Rafael Colomer
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Primary Teachers ◽  
Earth Model ◽  
The Sun ◽  
Science Teaching And Learning ◽  
Attitudes Towards Science ◽  
Core Idea ◽  
Oriented Research

Pre-service primary teachers mostly have negative attitudes towards science teaching and learning, and their science background is usually low. This usually results in them feeling unable or unconfident to teach science at school. A previous step to improve their willingness to teach science to children is that they feel they can learn in-depth any science core idea. To do that, a course conducted as oriented-research about a core science problem was developed and used to evaluate the influence of their previous science background and initial attitudes towards science teaching and learning on content knowledge attainment. The chosen science idea was about diurnal astronomy (Sun movements and the Sun/Earth model). Content knowledge attainment was assessed using learning indicators, which represent what pre-service teachers should “know” and “know how” on this science core idea. Overall, pre-service teachers achieved high learning levels on this topic, and no significant differences in content knowledge attained by students according to both initial attitudes and science background were found. This suggests that this teaching methodology could be useful for pre-service teachers to achieve a thorough knowledge on science core ideas, which is considered to be an important step to improve their willingness to teach science at the primary school. Keywords: astronomy education, science content knowledge, teacher education.

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