Date of Award

3-4-1994

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Abstract

The purpose of this study was to investigate the perceived needs of secondary public school science teachers in North Dakota. In addition to the content and pedagogical knowledge teachers perceived as needs for additional learning, this study investigated the perceived impediments to effective instruction. Demographic data about the respondents were also collected.Surveys were sent to the 704 secondary science teachers in North Dakota. The questionnaire consisted of 116 multiple response items and one open response question. The usable response rate of returned questionnaires was 60%.The data were presented in tables of frequency. Each of the items in the content knowledge, pedagogical knowledge, and impediment sections were analyzed in relation to the various subject matter areas.The results of this study indicate that North Dakota science teachers are predominately male, Caucasian, between the ages of 31 and 50, have four or more different class preparations per day, teach in schools with 200 or more students in the high school, and spend nearly two-thirds of their instructional time teaching science. Also, only 26% of the respondents have attained a master's degree or beyond.Responses to the questions did not vary significantly across the various subject matter content area teachers. Regardless of whether the issue identified was a need for additional learning by a majority of the respondents or not, few differences were noted among content area teachers of the various subject matter fields.Science teachers in this study did not perceive a strong need for an awareness of curricular changes in their respective science fields at the secondary school level. Many issues such as gender equity, teaching the nature of science, teaching about societal issues, or how to develop an appropriate science curriculum that have been accentuated nationally were not identified as a need by the majority of secondary school science teachers in this study. Several issues, however, were identified as perceived needs for additional learning by a majority of the respondents. Technology related issues were the most often expressed need by all science teachers. In addition, respondents indicated a need for additional learning in the teaching of study skills, problem solving, and methods for motivating students to learn.

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