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Relevant bibliographies by topics / Science teachers – Attitudes / Dissertations / Theses

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

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

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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2

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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4

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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6

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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7

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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8

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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10

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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11

Wateed, Maryam M. F. Al. "Attitudes of science teachers in primary schools in Kuwait towards the educational reform." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684748.

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Studies conducted indicate that teacher's acceptance and readiness to change must be given the appropriate attention in all phases of the educational reform process. Educational recommendations in this field assume that education reform efforts sometimes fail because there is simply not enough attention given to all stages of the improvement process. Coupled with this is the increasing interest among policy makers and educators that educational reforms require teachers not ' only to update their skills and knowledge, but also transform their roles, their responsibilities and understanding the

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12

Lombaard, Deidré. "Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45870.

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This South African study investigated a sample of Grade 4 to 7 Natural Sciences teachers’ attitudes towards botany and botany teaching and these teachers’ botany Pedagogical Content Knowledge (PCK). It explored whether a relationship exists between teachers’ attitudes towards botany teaching and their PCK. The study provides an overview of international and South African literature and research on the underrepresentation of botany and the teaching of botany in Natural Sciences classes. Throughout the study insight is provided on the universal problems of plant blindness and negative attitudes

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Hartshorne, Charles Richard. "Integrating hypermedia into elementary teachers' science professional development opportunities the effects on content knowledge and attitudes toward science /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006320.

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Alatoai, Ataallh. "SAUDI PRESERVICE ELEMENTARY TEACHERS’ ATTITUDES TOWARD TEACHING SCIENCE: EXPLORATION OF COGNITIVE, AFFECTIVE, AND PERCEIVED CONTROL BELIEFS." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1170.

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Science education studies show that many preservice science teachers have negative attitudes toward teaching science, yet they are expected to teach it in an effective manner. Previous studies on preservice science teachers’ attitudes have focused on studying their attitudes toward teaching science as a single concept, yet the literature shows that attitudes should be studied as a psychological construct consisting of cognitive beliefs, affective states, and perceived control beliefs. There is a dearth of research on preservice science teachers’ attitudes toward teaching science. Specificall

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Puckett, James L. "The effects of integrated educational technology and science methods course on first year elementary teachers' educational technology attitudes and usage /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840028.

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Lange, Alissa A., and Q. Tian. "Changing Preschool Teachers’ Attitudes and Beliefs about STEM." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4688.

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Meiring, Leslie Frank. "The development of a typology of science teachers' views on the nature of science and science practical work: an evaluative pilot study." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1007607.

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Many theories on the nature of science and the nature of learning have been proposed. In particular, two theoretical orientations have been identified as having a decisive impact on activities in the school science classroom, namely "Inductivism" and "Constructivism". Inductivism views observations as objective, facts as constants and knowledge as being obtained from a fixed external reality. The constructivist view sees all knowledge as "reality" reconstructed in the mind of the learner. Each view predisposes certain orientations towards the science curriculum and within it particularly to as

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Martin-Dunlop, Catherine S. "Perceptions of the learning environment, attitudes towards science, and understandings of the nature of science among prospective elementary teachers in an innovative science course." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16565.

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The major purpose of this study was to evaluate the impact of a science course for prospective elementary teachers on their perceptions of the learning environment, attitudes towards science, and understandings of the nature of science. The sample consisted of 525 female students enrolled in 27 classes of A Process Approach to Science (SCED 401) at a large urban university in Southern California. Also comparisons were made between SCED 401 and the students' previous laboratory course with regard to the learning environment and attitudes. Perceptions of the learning environment were measured us

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Fanning, Ashley. "Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2731.

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Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around th

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Robertson, Laura, and M. Gail Jones. "Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/765.

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This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analys

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Tinnin, Richard K. "The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Helding, Karen A. "Effectiveness of national board certified teachers in terms of classroom environment, attitudes and achievement among secondary science students." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16716.

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A United States organization, called the National Board of Professional Teaching Standards (NBPTS), was initiated to strengthen the pedagogy of teaching and, subsequently, improve student achievement. The purpose of this study was to investigate the effectiveness of the NBPTS in terms of whether National Board Certified (NBC) teachers are effective in promoting positive classroom environments and student attitudes and in enhancing student achievement. The sample consisted of 927 Grade 8 and 10 science students from 12 secondary schools. Altogether, 443 students in 21 classes comprised the NBC

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A, Helding Karen. "Effectiveness of national board certified teachers in terms of classroom environment, attitudes and achievement among secondary science students /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20061129.143734.

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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.

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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the

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Dietz, Laura Elizabeth. "Effect of the Science Teaching Advancement through Modeling Physical Science Professional Development Workshop on Teachers' Attitudes, Beliefs and Content Knowledge and Students' Content Knowledge." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404125737.

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26

Haynes, Dawn (Dawn Marie). "Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278783/.

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The purpose of this study was to test a teacher inservice training model which was designed to increase the number and use of hands-on science activities, increase the number of times teachers teach science, and improve students' perceptions of science.

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Niedo, Noelle Frances Garcia. "A Pilot Study on Methods to Introduce Teachers to New Science Standards." Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10250061.

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<p> With the recent adoption of the Next Generation Science Standards in Oregon, there is a great need for teachers to be trained to effectively implement the three dimensions of the Next Generation Science Standards (NGSS) in their teaching. Time and location are the largest constraining factors that affect teacher participation in professional development trainings. To address this constraint, Tryon Creek State Park offered a NGSS professional development training opportunity for teachers that was integrated within a field trip that they took their students on. Before the field trip, teacher

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Joern, William T. "Investigating the relationships between seventh and eighth grade science teachers' background, self-efficacy toward teaching science as inquiry, and attitudes and beliefs on classroom control." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05192009-111233.

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So, Wing-mui Winnie, and 蘇詠梅. "A longitudinal investigation of Hong Kong primary school teachers' thinking about science teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242303.

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Koopman, Oscar. "Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79884.

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Thesis (PhD)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: This study investigated a single research question, that is: How do teachers experience the implementation of the Further Education and Training (FET) National Curriculum Statement (NCS) for Physical Science? The focus of the study was on searching the inner consciousness of Physical Science teachers as they engaged with the teaching of the subject on a daily basis. It is in the inner consciousness where one finds the truth about people’s perceptions, beliefs, emotions, challenges and convictions about/towards ph

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Young, Gerald E. "The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/2065.

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The purpose of this research study is to describe and analyze the self-reported experiences of exemplary high school mathematics teachers who underwent personal and professional transformations in order to develop and use a standards-based, constructivist (SBC) teaching paradigm in their classrooms. These teachers were all past recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), an award that required them to demonstrate that their mathematics instruction was rigorous in the manner described by the NCTM standards. The following research questions a

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Delp, Don J. "The Effect of Professional Development Training for Secondary Mathematics Teachers Concerning Nontraditional Employment Roles for Females." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3258/.

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This quasi-experimental study, utilizing quantitative and qualitative descriptive methods, examined the sex-egalitarian attitudes of secondary mathematics teachers from the Ft. Worth Independent School District. A video tape, Women in the Workplace, was used as a training intervention to test the effectiveness of professional development training in altering the mathematics teachers' sex-egalitarian attitudes towards female employment. Information on the video presented seven jobs that provide opportunities for female students in the science, engineering, and technology fields that are conside

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Hooft, Mark A. van't. "The effect of handheld technology use in pre-service social studies education on the attitudes of future teachers toward technology integration in social studies." Connect to resource online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1120662308.

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Thesis (Ph.D.)--Kent State University, 2005.<br>Advisors: Alicia R. Crowe, Shawn Fitzgerald. Keywords: teacher education; mobile computing; handheld computing; social studies education; attitudes. Includes survey instrument. Includes bibliographical references (leaves 102-128). Also available via the World Wide Web.

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Kosky, Amy. "A Survey of Preservice Teachers in Regards to Their Attitudes and Perceptions of Science Fiction Literature and its Use in the Classroom." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1608.

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In 1957 at the University of Chicago, Robert Heinlein asserted that through science fiction humanity can wonder upon important questions without causing harm to the real world. Through such speculative experiments science fiction can warn against dangerous solutions, urge toward better solutions. Science fiction joyously tackles the real and pressing problems of our race, wrestles with them, never ignores them—problems which other forms of fiction cannot challenge. For this reason I assert that science fiction is the most realistic, the most serious, the most significant, the most sane and hea

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Garcia, Arriola Alfonso. "An Examination of the Relationship Between Professional Development Providers' Epistemological and Nature of Science Beliefs and their Professional Development Programs." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3636.

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In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on t

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Scannell, Stephen Godfrey. "Next Generation Science Standards and Physics First: a Case Study of High School Teachers' Beliefs and Practices." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5002.

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This dissertation is a case study of a school district in the Pacific Northwest that developed three-year high school science curricula using a Physics First course sequence (Physics, Chemistry, Biology), with the crosscutting concept Patterns as the central theme of the courses. The purpose of the study was to examine the impact of the implementation of the 9th grade course, Patterns Physics, on teacher practice and beliefs about science teaching and determine whether this new approach facilitated teacher classroom practices and beliefs congruent with those expressed in A Framework for K-12 S

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Lange, Alissa A., Kwanghee Jung, Irena Nayfeld, Hebbah El-Moslimany, Hagit Mano, and Alexandra Figueras-Daniel. "Preliminary Effects of a Preschool Stem Professional Development Model on Teachers’ Attitudes and Beliefs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4188.

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Preschool science, technology, engineering, and math (STEM) is important for later learning for all children, including dual language learners (DLLs). However the preschool workforce is generally not well prepared to teach STEM or to work with DLLs, and attitudes and beliefs may play a role in teachers feeling challenged to provide high quality STEM teaching. The objectives of the SciMath-DLL professional development (PD) model are to improve attitudes and change beliefs of educators, increase preschool teachers’ knowledge, and improve classroom instruction around STEM and supports for dual la

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Gwimbi, Eric Mangwende. "A study of the association of Zimbabwean A-level biology teachers' classroom practices with their school contexts and nature of science attitudes." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396029.

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Sipe, Betty Burns. "An investigation into the relationships between teaching strategies of high school biology teachers, student Myers-Briggs psychological type, the development of science-related attitudes, and science-related career choices." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/720288.

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Research demonstrates correlations between the sensing-intuitive dimension of psychological type as interpreted by the Myers-Briggs Type Indicator (MBTI) (Myers 1985) and science-related career choices. Alarming decreases in science-related career interests prompted this study which employed psychological type theory to investigate relationships between teaching strategies preferences of Indiana high school biology teachers and science-related attitudes of their academically-talented students. The purpose was to learn if good biology teachers instill positive attitudes within the context of th

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Szyjka, Sebastian. "Cognitive And Attitudinal Predictors Related To Graphing Achievement Among Pre-Service Elementary Teachers." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/43.

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The purpose of this study was to determine the extent to which six cognitive and attitudinal variables predicted pre-service elementary teachers' performance on line graphing. Predictors included Illinois teacher education basic skills sub-component scores in reading comprehension and mathematics, logical thinking performance scores, as well as measures of attitudes toward science, mathematics and graphing. This study also determined the strength of the relationship between each prospective predictor variable and the line graphing performance variable, as well as the extent to which measures o

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Tsang, Man-sing, and 曾文聲. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958849.

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Kazempour, Mahsa. "Exploring attitudes, beliefs, and self efficacy of pre-service elementary teachers enrolled in a science methods course and factors responsible for possible changes." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324538.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3013. Adviser: Valarie L. Akerson.

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Cheng, Chung-nun, and 鄭頌能. "Teachers' awareness of cultural and instructional congruence in science teaching for ethnic minority students: a case study in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176663.

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Instructional congruence (IC) is a conceptual framework which emphasizes that the linguistic and cultural problems of ethnic minority students are to be addressed in order to enhance their learning. IC has been developed and implemented during the most recent two decades, and adopted and recognized for its improvement on student motivation and academic performance in many countries. In Hong Kong, there are designated schools which specifically cater to ethnic minority students. In this study, three science teachers in a designated school have been evaluated on their awareness of IC in teachi

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Kahenge, Wendelina Nambahu. "Understanding educators' and learners' perceptions and experiences of their participation in Science Fairs/Expos : a South African case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013130.

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The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos.

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Storm, Anna. "Förskollärares attityd till naturvetenskap för barn : Skillnader, likheter och samband relaterat till förskolors verksamhet." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30977.

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Abstract The Swedish government has commissioned to develop pre-school science activities. This study investigates how different pedagogs work with the science goals from the curriculum. The purpose is also to see how the pedagogs education and attitude towards science affect the activities at the pre-school. Three pre-schools took part in the study, two which has science orientation and one which does not have a specific orientation. Eight pedagogs has participated and six of them has a science education and two does not. The methods used in the study are interviews and observations. The re

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Voldemaras, Georgette. "A study of soil survey report use by Indiana secondary school vocational agriculture/agribusiness and social science educators." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483130.

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Awareness, use and attitude by Indiana secondary school vocational agriculture/agribusiness and social science educators toward soil survey reports were determined using a mailed questionnaire. Results were analyzed based on teaching discipline and geographic location (urban and rural). In general, social science respondents were not aware of and did not use soil survey reports as a teaching aid whereas vocational agriculture/ agribusiness respondents did. The majority of educators responded positively to statements regarding usefulness of soil surveys. No significant differences were found be

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Chennabathni, Revathi. "Case-study of a creative teacher." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100336.

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Alice, a secondary teacher from Quebec, Canada is the focal point of this qualitative case-study research. She is a Caucasian, 37 year-old, married woman with three children. Alice is selected for the following reasons: primarily, she is a science teacher, who has received a provincial award Prix de merite de la conservation de la faune for a project, that is a demonstration of creativity in her field. Secondarily, I share many attributes with her including being married with children, and being a science teacher. Data were gathered from July, 1998 to July, 2001. Data sources included five one

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Wang, Tzu-Ling. "Brain hemispheric preferences of fouth- and fifth-grade science teachers and students in Taiwan: An investigation of the relationships to student spatial and verbal ability, student achievement, student attitudes, and teaching practice." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1213169329.

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Buntar, Norhani. "Teachers' attitudes and perceptions to the use of information and communication technology in the teaching and learning of science in the primary schools in Negara Brunei Darussalam." Thesis, University of Manchester, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488293.

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Webb, Donna Louise. "Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2337.

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Currently, STEM (science, technology, engineering, and mathematics) is a popular buzz word in P -12 education as it represents a means to advance American competitiveness in the global economy. Proponents of the engineering component of STEM advocate additional benefits in teaching engineering, such as its capacity to engage students in collaboration, and to apply critical thinking, systems thinking, negotiation, and communication skills to solve real-life contextual problems. Establishing a strong foundation of engineering knowledge at a young age will provide students with internal motivatio

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