Date of Award

12-1-1972

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

Abstract

Problem: The purpose of this study was to determine whether in-service science assistance will affect positively the attitudes and practices of elementary teachers and students.

Procedure: The investigator designed and implemented a six month in- service science program for elementary teachers and students. The study population consisted of 12 first through sixth grade teachers and their 313 pupils in one elementary school in East Grand Forks, Minnesota.

Change in attitudes and practices of teachers was measured by comparing pre-test and post-test scores on the Actual Science Classroom Environment instrument, which was designed to determine what types of activities teachers perceived they were actually implementing in their classrooms. These scores were correlated with the Ideal Science Classroom Environment, an instrument designed to determine what teachers perceived as ideal science classroom practices. Change in intermediate elementary grade student attitudes and practices were measured by comparing pre-test and post-test means on the Student Perceived Science Classroom instrument, designed to assess student perceptions of types of activities they were able to engage in during science class. Change in primary grade student attitudes and practices were measured by comparing pre-test and post-test scores on a modified form of the primary level School Sentiment Index. This instrument was designed to measure student attitudes toward school, with particular emphasis placed on science.

Results: 1. Significant t ratios were obtained on the pre-test and posttest scores on teacher instruments toward science attitudes and practices; the post-test composite score being significantly higher.

2. A number of generalizations about the teacher population concerning teacher-researcher interaction were made. Teachers who sought science assistance most had fewer years of Caching experience, had earned fewer hours of college credit in science, had originally stated a lower preference for teaching science, and also at pre-test time felt least positive toward their current science practices.

3. Significant t ratios were obtained from overall pre-test and post-test scores on intermediate grade student attitudes and practices toward science; the post-test composite score being significantly higher.

4. Significant t ratios were obtained for overall pre-test and post-test scores on primary grade student attitudes and practices toward science; the post-test composite score being significantly higher.

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