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
Views 582      Downloads 105
Authors
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
Article Tools
Follow on us
Abstract
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.
Keywords
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
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
References
[1]
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). London: The Nuffield Foundation.
[2]
Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Life sci, 1, 0-2.
[3]
Young, B. J., & Kellogg, T. (1993). Science attitudes and preparation of preservice elementary teachers. Science Education, 77 (3), 279-291.
[4]
Gerlovich, J. A. (1981). How Essential is Science at the Elementary Level?. Science and Children, 19 (3), 22-24.
[5]
Mechling, K. R. (1982). Preparing and Certifying Science Teachers: An NSTA Report. Science and Children, 20 (2), 9-14.
[6]
Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36 (4), p 289-301.
[7]
Brigido, M., Bermejo, M. L. & Mellado, V. (2012). Self-efficacy and emotions in prospective primary education science teachers. In Bruguière, C., Tiberghien, A. & Clément, P. (Eds.), E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship Part 12, 19-24. Lyon, France: European Science Education Research Association.
[8]
Brown, T., Brown, K., Barnot, V., & Nelson, D. (2014). Pre-service elementary teachers’ attitudes towards components of physical science: Do they differ from other post-secondary students?. Electronic Journal of Science Education, 18 (4).
[9]
Morrisey, J. T. (1981). An analysis of studies on changing the attitude of elementary student teachers toward science and science teaching. Science education, 65 (2), 157-177.
[10]
Ngman-Wara, E. I., & Edem, D. I. (2016). Pre-Service Basic Science Teachers Self-Efficacy Beliefs and Attitudes towards Science Teaching. International Journal for Innovation Education and Research, 4 (8), 20-41.
[11]
Jones M. G., Carter. G (2007). Science teacher attitudes and beliefs”, In: Abel S (ed) Handbook of research on science teaching. Lawrence Erlbaum, Mahway.
[12]
Czerniak, C., & Chiarelott, L. (1990). Teacher education for effective science instruction—A social cognitive perspective. Journal of Teacher Education, 41 (1), 49-58.
[13]
Goldberg, F., Price, E., Robinson, S., Boyd-Harlow, D., & McKean, M. (2012). Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments. Physical Review Special Topics-Physics Education Research, 8 (1), 010121.
[14]
Abd-El-Khalick, F. (2001). Embedding Nature of Science Instruction in Preservice Elementary Science Courses: Abandoning Scientism, But... Journal of Science Teacher Education, 12 (3), 215-233.
[15]
Otero, V. K. & Gray K. E, (2008). Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum. Physical Review Special Topics-Physics Education Research, 4 (2), p. 020104.
[16]
Lindsey, B. A., Hsu, L., Sadaghiani, H., Taylor, J. W., & Cummings, K. (2012). Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations. Physical Review Special Topics-Physics Education Research, 8 (1), 010102.
[17]
Palmer, D. H. (2002). Factors contributing to attitude exchange amongst preservice elementary teachers. Science Education, 86 (1), 122-138.
[18]
Haynes, P., Ip, K., Saintas, P., Stanier, S., Palmer, H., Thomas, N., & Maillardet, F. (2004). Responding to Technological Change IT Skills and the Academic Teaching Profession. Active Learning in Higher Education, 5 (2), 152-165.
[19]
Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of concepts of science: Impact on confidence and teaching. International journal of science education, 19 (1), 93-105.
[20]
Jarrett, O. S. (1999). Science interest and confidence among preservice elementary teachers. Journal of Elementary Science Education, 11 (1), 49-59.
[21]
Mulholland, J., & Wallace, J. (1996). Breaking the cycle: Preparing elementary teachers to teach science. Journal of Elementary Science Education, 8 (1), 17-38.
[22]
Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School science and mathematics, 100 (7), 374-379.
[23]
Yates, M. S., & Goodrum, D. (1990). How confident are primary school teachers in teaching science?. Research in Science Education, 20 (1), 300-305.
[24]
Rennie, L. J., Goodrum, D., & Hackling, M. (2001). Science teaching and learning in Australian schools: Results of a national study. Research in Science Education, 31 (4), 455-498.
[25]
Appleton, K., & Kindt, I. (1999). How Do Beginning Elementary Teachers Cope with Science: Development of Pedagogical Content Knowledge in Science.
[26]
Jarvis, T., & Pell, A. (2004). Primary teachers’ changing attitudes and cognition during a two-year science in-service programme and their effect on pupils. International journal of science education, 26 (14), 1787-1811.
[27]
Gunning, A. M., & Mensah, F. M. (2011). Preservice elementary teachers’ development of self-efficacy and confidence to teach science: A case study. Journal of Science Teacher Education, 22 (2), 171-185.
[28]
Rice, D. C., & Roychoudhury, A. (2003). Preparing more confident preservice elementary science teachers: One elementary science methods teacher's self-study. Journal of Science Teacher Education, 14 (2), 97-126.
[29]
Lewis, L. (1999). Teacher quality a report on the preparation and qualifications of public school teachers. DIANE Publishing.
[30]
Nanes R., Inquiry Into Physical Science: A Contextual Approach (Kendall-Hunt, Dubuque, IA, 2008), Vols. 1–3, 2nd ed.
[31]
Loverude, M. E., Gonzalez, B. L., & Nanes, R. (2011). Inquiry-based course in physics and chemistry for preservice K-8 teachers. Physical Review Special Topics-Physics Education Research, 7 (1), 010106.
[32]
Strawitz, B. M., & Malone, M. R. (1986). The influence of field experiences on stages of concern and attitudes of preservice teachers toward science and science teaching. Journal of Research in Science Teaching, 23 (4), 311-320.
[33]
Adams, W. K., Perkins, K. K., Podolefsky, N. S., Dubson, M., Finkelstein, N. D., & Wieman, C. E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical Review Special Topics-Physics Education Research, 2 (1), 010101.
ADDRESS
Science Publishing Group
548 FASHION AVENUE
NEW YORK, NY 10018
U.S.A.
Tel: (001)347-688-8931