Improving the Attitude of Pre-service Elementary School Teachers Towards Teaching Physics
International Journal of Elementary Education
Volume 6, Issue 3, June 2017, Pages: 16-23
Received: Jun. 9, 2017; Accepted: Jun. 21, 2017; Published: Aug. 1, 2017
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Nina Abramzon, Department of Physics and Astronomy Pomona, California State Polytechnic University, CA, USA
Stefanie Saccoman, Pomona Unified School District, Pomona, CA, USA
Barbara Hoeling, Hochschule Landshut, University of Applied Sciences, Landshut, Germany
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The dislike that many elementary school teachers have for teaching physics is a well-known problem that adversely affects science education at all higher levels. This study aims at evaluating an approach to change this negative attitude by demonstrating the relevance of science teaching to the students in the SCI 210 course, “Physics for future elementary school teachers”. Several new elements were introduced in this integrated activity-based course: a historical perspective on the state of science education in the U.S.A., a collaboration with a faculty member from the college of education as well as with educators from the NASA/JPL Office of Education, and a physics teaching experience with middle school children. To gage the effectiveness of this approach, attitudinal surveys were implemented at the beginning and again towards the end of the course. The data show that the attitude towards science teaching of the students improved significantly due to their experience in the “reformed” course. In contrast, in the unreformed course which lacked the above enrichment elements, there was little or no change in the students’ attitudes between the pre- and post-survey.
Attitude, Science, Physics, Preservice Teacher Education
To cite this article
Nina Abramzon, Stefanie Saccoman, Barbara Hoeling, Improving the Attitude of Pre-service Elementary School Teachers Towards Teaching Physics, International Journal of Elementary Education. Vol. 6, No. 3, 2017, pp. 16-23. doi: 10.11648/j.ijeedu.20170603.11
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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