Relevant bibliographies by topics / Science teachers – Attitudes

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Science teachers – Attitudes'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Science teachers – Attitudes"

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Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.

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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of the
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Ilhan, Nail, Zeynel Abidin Yilmaz, and Hülya Dede. "ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY." Journal of Baltic Science Education 14, no. 2 (2015): 183–93. http://dx.doi.org/10.33225/jbse/15.14.183.

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One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted acco
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Chan, Sane Hwui, and Yoon Fah Lay. "EXAMINING THE RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS USING PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING (PLS-SEM)." Journal of Baltic Science Education 17, no. 2 (2018): 239–51. http://dx.doi.org/10.33225/jbse/18.17.239.

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Understanding teacher’s behavioural intention in teaching science becomes a foundation to improve teacher education programme. Prior to the evaluation of the interrelation between teacher self-efficacy beliefs, teaching motivation, attitudes towards teaching science, and behavioural intention in teaching science, this research examines the reliability and validity of instruments used to measure the constructs. ‘Science Teaching Efficacy Belief Instrument-Form B’ (STEBI-B) was used to measure pre-service science teachers’ self-efficacy beliefs. ‘Work Tasks Motivation Scale for Teachers’ (WTMST)
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Hastürk, Gamze, and Oğuzhan Özdemir. "Investigation of Prospective Preschool Teachers’ Attitudes towards Science Education and Learning Styles." Journal of Educational Issues 7, no. 1 (2021): 260. http://dx.doi.org/10.5296/jei.v7i1.18471.

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The knowledge, skills and attitudes of prospective pre-school teacher towards science education enable more effective classroom practices and science teaching. Teaching scientific processes at an early age affects students’ attitudes towards science in the coming years. In this context, this study was designed to examine the relationship between prospective pre-school teachers’ attitudes towards science education and their learning styles. The study was designed as correlational survey model. The sample of this study consists of 193 (165 female, 28 male) prospective pre-school teachers studyin
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Johnson, Clayton. "A State-Wide Earth Science Institute in Missouri." Earth Sciences History 4, no. 1 (1985): 63–68. http://dx.doi.org/10.17704/eshi.4.1.6l47772466768362.

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One-hundred-fifteen secondary school science teachers in Missouri were trained in 1969-70 in an NSF-funded, state-wide institute in which eight colleges and universities participated. An inquiry approach to teaching and learning, in contrast to lecturing and reciting, was to be used by the newly trained teachers. Because of this, special attention was given, during the training period, to teacher attitudes and attitude change in relation to students and classroom situations. Evaluation showed that the greatest positive change in teacher attitude came during the early, very intensive part of th
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Mohammed, Salifu Maigari, and Kwaku Darko Amponsah. "Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?" Journal of Education and Training Studies 9, no. 7 (2021): 41. http://dx.doi.org/10.11114/jets.v9i7.5266.

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This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findi
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Pinto, J. Alexandre, J. Bernardino Lopes, António Alberto Silva, and Carla A. Santos. "DEVELOPING A TEACHER EDUCATION PROGRAMME TO PROMOTE SCIENTIFIC LITERACY IMPROVING A POSITIVE ATTITUDE ABOUT SCIENCE." Problems of Education in the 21st Century 60, no. 1 (2014): 134–55. http://dx.doi.org/10.33225/pec/14.60.134.

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Usually elementary teacher education has pitfalls in developing important dimensions of scientific literacy (SL) through science teaching. So, to refine some Teacher Education Program (TEP) characteristics is important to potentiate their positive attitudes towards links amongst science technology and society themes (STS) so that they may improve their students’ SL. This study aims at identifying characteristics of a TEP that promote teachers’ key attitudes about STS and develop dimensions of teaching practice transferral to teachers’ practices to foster their students’ SL. It reports a longit
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SUNYONO, Sunyono, Lisa TANIA, and Andrian SAPUTRA. "EXPLORATORY FACTOR ANALYSIS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER INTEREST FOR PRE-SERVICE MATH AND SCIENCE TEACHERS: A CASE OF LAMPUNG UNIVERSITY, INDONESIA." Periódico Tchê Química 17, no. 35 (2020): 282–92. http://dx.doi.org/10.52571/ptq.v17.n35.2020.25_sunyono_pgs_282_292.pdf.

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STEM (Science, Technology, Engineering, and Math) learning approach integrates four disciplines, namely science, technology, engineering, and mathematics, in solving everyday life problems and giving many learning experiences to students. This study aimed to analyze career interest in the field of STEM for prospective Indonesian Mathematics and Natural Sciences (MIPA) teachers, studying the patterns of relationships between factors, preference levels, and what factors influence it. The research sample was 300 prospective MIPA teachers at the Faculty of Teacher Training and Education, Lampung U
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Aktan, Mustafa B. "PRE-SERVICE SCIENCE TEACHERS' PERCEPTIONS AND ATTITUDES ABOUT THE USE OF MODELS." Journal of Baltic Science Education 15, no. 1 (2016): 7–17. http://dx.doi.org/10.33225/jbse/16.15.07.

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Models are central constructs of science teaching and learning. This research aims to report on seven pre-service science teachers’ perceptions and attitudes towards models and the rationale for using models in science teaching. Semi-structured in-depth interviewing, an open-item questionnaire, and a five-point Likert scale questionnaire were used to obtain data from the participants. No evidence of negative attitude towards the use of models was observed among the participants. Although the pre-service science teachers (PSTs) valued the idea that scientific models are important aspects of sci
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Young, Tricia. "Student Teachers' Attitudes Towards Science (STATS)." Evaluation & Research in Education 12, no. 2 (1998): 96–111. http://dx.doi.org/10.1080/09500799808666934.

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Dissertations / Theses on the topic "Science teachers – Attitudes"

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Lloyd, Sharon Henry. "Preschool Teachers' Attitudes and Beliefs Toward Science." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3175.

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In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of
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Russo, Sharon. "Early childhood educators' attitudes to science and science education." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12079.

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It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/
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Sunger, Mustafa. "An Analysis Of Efficacy Beliefs, Epistemological Beliefs And Attitudes Towards Science In Preservice Elementary Science Teachers And Secondary Science Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608601/index.pdf.

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The purpose of the study was to analyze preservice science teachers at elementary science teaching and secondary science teaching with respect to their self efficacy beliefs, epistemological beliefs, and attitudes towards science teaching. Preservice elementary science teachers and preservice secondary science teachers who enrolled in Middle East Technical University in Ankara were the sample of this study. Participants of this study were third grade of preservice elementary science teachers and preservice secondary science teachers. The instruments which are, efficacy beliefs, epistemological
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Fowler, Shannon Marie. "Forestry Education Attitudes and Teaching Practices Among High School Science Teachers in the Southern Piedmont." Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/42584.

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Forestry education in high schools can be an effective method for introducing students to forest management. To study its use and purpose, we conducted a web-based survey of high school science teachers in the Southern Piedmont region of the United States investigating their forestry education attitudes and teaching practices. A total of 1024 surveys were delivered and 324 returned for an adjusted response rate of 32%. Results indicate that most teachers (82%) agree forestry should be taught in high schools and do so most frequently by presenting forestry concepts in the context of ecosystem s
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Corcoran, Dana Allard. "The relationship among elementary teachers' knowledge of nature of science, content background, and attitudes toward science." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Greenfield, Norma Beth. "Perceptions and attitudes of students, teachers, and parents about middle school science fairs." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1283.

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The problem addressed in this study was to determine what students, parents, and teachers perceive to be the main reason a school has a science fair, and whether they believe science fairs accomplish their goals. Attitudes toward competition, awarding of prizes, voluntary versus required participation, and alternatives to science fairs were also examined and compared among the groups.
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Bisogno, Janet L. "College science teachers' inquiry beliefs and practices in the science classroom." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4847.

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Lecture was the primary instruction in the science classroom, and the labs were scripted and shown to be "cookbook" with little or no evidence of inquiry noted in the labs obtained. There was more evidence of inquiry at the private four-year college and community college than at the large research institution; what was observed in the classroom mirrored what the professors believed about inquiry. There was a difference in the beliefs between institutions with the professors at the research institution holding an incomplete view of inquiry while the professors at the private college and communi
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Govett, Aimee L. "Teachers' conceptions of the nature of science analyzing the impact of a teacher enhancement program in changing attitudes and perceptions of science and scientific research /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1972.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains xi, 183, 2 p. Vita. Includes abstract. Includes bibliographical references (p. 156-158).
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Sonmez, Sema. "Preschool Teachers&#039." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609188/index.pdf.

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This study aims to explore preschool teachers&#039<br>attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, attitudes of preschool teachers&#039<br>toward science were investigated in terms of affecting factors such as age, educational level, years of teaching experience, undergraduate course work on science, number of children in classroom, and the age group they work with. The present research was conducted with 292 preschool teachers who work in public and private schools in different dist
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Ndodana, Cynthia Bulelwa. "A comparison of science teachers' and engineering students' rankings of science and technology related global problems." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17501.

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Bibliography: pages 73-82.<br>Using 262 acknowledged science educators from 41 countries, Bybee developed a scale for measuring the ranked priorities of scientists, and others, with respect to twelve major global problems related to science and technology in 1984. In 1993 this scale was re-administered to samples of 76 Cape Town science educators, 55 Transkei science educators and 129 chemical engineering undergraduates at the University of Cape Town. High correlations ranging from r = 0.68 to r = 0.90 were obtained among the four samples' mean ranked priorities on the scale as a whole, over t
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Books on the topic "Science teachers – Attitudes"

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Shujah, Aamer. Surveying the research on teachers' views of the nature of science: Critical contextx and reflections. Imperial Oil Centre for Studies in Science, Mathematics & Technology education, Ontario Institute for Studies in Education/University of Toronto, 2001.

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K-12th grade math and science education: The view from the blackboard : hearing before the Committee on Science, House of Representatives, One Hundred Seventh Congress, first session, March 7, 2001. U.S. G.P.O., 2001.

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Teaching science in culturally relevant ways teaching science in culturally relevant ways: Ideas from Singapore teachers. World Scientific, 2015.

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Association, National Science Teachers, ed. Lecture-free teaching: A learning partnership of science educators and their students. National Science Teachers Association, 2009.

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Adamuti-Trache, Maria. Who likes science and why?: Individual, family, and teacher effects. Canadian Council on Learning], 2006.

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Alvarez, Anicia. A study of primary and secondary science teachers in Negara Brunei Darussalam: Their professional orientation, perceived difficulties, needs assessment, and attitudes towards teaching science. s.n., 1995.

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Everybody belongs: Changing negative attitudes toward classmates with disabilities. Garland Pub., 1999.

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A, Williams James. Science attitude analysis of Dayton Public School teachers in science. Educational Resources Information Center, 1991.

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Goli, Rezai-Rashti, ed. Gender, race, and the politics of role modelling: The influence of male teachers. Routledge, 2011.

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Moffat, Ian J. Assessing pupils in science: ability and attitude: An assessment framework for teachers in school. typescript, 1985.

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Book chapters on the topic "Science teachers – Attitudes"

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Asma, Lieke, Juliette Walma van der Molen, and Sandra van Aalderen-Smeets. "Primary Teachers’ Attitudes Towards Science and Technology." In Professional Development for Primary Teachers in Science and Technology. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_8.

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Denessen, Eddie, Nienke Vos, Tom Damen, Severine Koch, Monika Louws, and Daniël Wigboldus. "Explicit and Implicit Measures of Teacher Attitudes Towards Science and Technology." In Professional Development for Primary Teachers in Science and Technology. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_9.

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Springub, Annika, Luzie Semmler, Shingo Uchinokura, and Verena Pietzner. "Chemistry Teachers’ Perceptions and Attitudes Towards Creativity in Chemistry Class." In Cognitive and Affective Aspects in Science Education Research. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58685-4_4.

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Cleynenbreugel, Charlotte Van, Veerle De Winter, Evelien Buyse, and Ferre Laevers. "Understanding the Physical World: Teacher and Pupil Attitudes Towards Science and Technology." In Professional Development for Primary Teachers in Science and Technology. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_10.

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Haggerty, Sharon M. "Towards a Gender-Inclusive Science in Schools: Confronting Student Teachers’ Perceptions and Attitudes." In Gender, Science and Mathematics. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0143-1_2.

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Hsieh, Kai-ju. "Preservice Teachers’ Attitudes and Opinions towards Interactive Whiteboards and E-Textbooks." In Advances in Computer Science, Environment, Ecoinformatics, and Education. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_66.

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Arisoy, Nazmiye, Jale Cakiroglu, Semra Sungur, and Sibel Telli. "Analysing Middle School Students’ Perceptions of Their Science Classroom In Relation to Attitudes and Motivation." In Teachers Creating Context-Based Learning Environments in Science. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-684-2_10.

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Grigas, Vincas, Anna Mierzecka, Tímea Tomori, and Tibor Koltay. "Secondary School Teachers’ Attitudes to Information Literacy: A Study of A Questionnaire Validity." In Communications in Computer and Information Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13472-3_34.

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Jarvis, Tina, and Anthony Pell. "The Relationships Between Primary Teachers’ Attitudes and Cognition During a Two Year Science In-Service Programme." In Research and the Quality of Science Education. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3673-6_13.

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Halkia, Krystallia. "Teachers’ Views and Attitudes Towards the Communication Code and the Rhetoric Used in Press Science Articles." In Science Education Research in the Knowledge-Based Society. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_43.

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Conference papers on the topic "Science teachers – Attitudes"

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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, inter
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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In additio
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Mâță, Liliana, and Roxana Maria Ghiațău. "TEACHERS’ ATTITUDES TOWARDS UNETHICAL USE OF MOBILE TECHNOLOGIES IN HIGHER EDUCATION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.126.

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The purpose of research is to explore the attitudes of university teachers towards the use of mobile technologies and to explore their perception of the ethical aspects related to the integration of new technologies. There was applied a questionnaire with closed-ended and open-ended questions. The results of this research highlight university teachers' positive attitudes towards the use of mobile technologies in higher education. These technologies become pedagogical tools in higher education with multiple valences on teacher professional learning. Keywords: ethical aspects, mobile learning, u
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Županec, Vera, Tijana Pribićević, Tomka Miljanović, and Branka Radulović. "TEACHERS’ ATTITUDES TOWARD COMPUTER-ASSISTED INSTRUCTION IN SCIENCE TEACHING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0312.

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Warasith, Chaiphichit, Chokchai Yuenyong, and Tawee Sranamkam. "Khamnadeepittayakom science teachers’ concepts of nature of science (NOS) and attitudes toward teaching NOS." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094029.

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Tsybulsky, Dina, and Atar Oz. "PRE-SERVICE SCIENCE TEACHERS ATTITUDES TOWARDS SMALL-GROUP LEARNING PEDAGOGIES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1224.

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Beaudreau, Bernard. "PRE-SERVICE CLASSROOM TEACHERS' SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND ATTITUDES TOWARD SCIENCE." In IISES Annual Conference, Sevilla, Spain. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.035.005.

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Kazeni, Monde. "EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.

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Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in
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Costa, Ilídio André, Carla Morais, and Mário João P. F. G. Monteiro. "COASTRO: @N ASTRONOMY CONDO – TEACHERS´ ATTITUDES AND EPISTEMOLOGICAL BELIEFS TOWARDS SCIENCE IN A CITIZEN SCIENCE PROJECT." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end025.

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Fang, Yuehchiu, and Hui-Lin Hsieh. "Student Teachers Attitudes Toward the Interaction on Facebook During Practicum." In 2013 International Conference on the Modern Development of Humanities and Social Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.38.

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Reports on the topic "Science teachers – Attitudes"

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes.
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