Date of Award

4-1-1995

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Abstract

The degree to which elementary teachers of North Dakota perceived the "scientific attitudes" aspect of science as an important goal to foster in relation to fostering scientific products and scientific processes was examined. Elementary teachers' receptivity to changing the emphases placed on these aspects of science in their grading practices was documented. The teachers' demographics, science teaching practices, and perceived needs for additional learning related to the different aspects of science, pedagogy, and assessment also were surveyed.A survey instrument developed by the researcher was mailed to 995 elementary teachers in North Dakota. There were 560 surveys returned for a response rate of 56%. Data were analyzed using descriptive statistical techniques and content analysis of open-ended questions.A majority of North Dakota elementary teachers ranked all three aspects of science as important goals they believed should be fostered in science class. Scientific processes were ranked significantly greater in importance than both scientific products and scientific attitudes (p $<$.001). Scientific attitudes also were ranked greater in importance than scientific products (p =.003).On a 0-10 continuum scale, over three fourths of the teachers derived all or a major part of their final grades in science from scientific products, with none or a minimal part from scientific attitudes. Over 90% of elementary teachers indicated they would change or at least consider changing their emphases on the aspects of science in determining a course grade if other assessment practices and accountability were considered appropriate and efficient. More of the intermediate teachers than primary teachers indicated they would consider changing their emphases. Most (90%) of the intermediate teachers used A-F grades, whereas 69% of primary teachers used S/U grades.A greater need was expressed for additional ways to teach scientific processes and scientific attitudes than for more learning about scientific products. Teachers indicated definite needs for learning concerning alternative assessment, computer technology, science speakers and field trips for their geographic areas. Some dominant concerns regarded lack of time for teaching and planning and the need for grades to more truly reflect what students have learned.

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