Relevant bibliographies by topics / Science teachers – Macau – Attitudes

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

Academic literature on the topic 'Science teachers – Macau – Attitudes'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Science teachers – Macau – Attitudes"

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Young, Tricia. "Student Teachers' Attitudes Towards Science (STATS)." Evaluation & Research in Education 12, no. 2 (April 1998): 96–111. http://dx.doi.org/10.1080/09500799808666934.

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Stefanich, Greg P., and Kenneth W. Kelsey. "Improving science attitudes of preservice elementary teachers." Science Education 73, no. 2 (April 1989): 187–94. http://dx.doi.org/10.1002/sce.3730730205.

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Kim, Hyun-Jung, and Hun-Gi Hong. "Science Teachers' Perception and Attitudes toward Nanotechnology." Journal of the Korean Chemical Society 54, no. 5 (October 20, 2010): 633–42. http://dx.doi.org/10.5012/jkcs.2010.54.5.633.

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Gürses, Ahmet, Zafer A. Tutar, Çetin Doğar, Ferda Mindivan, Metin Açıkyıldız, and Seda Gözöm. "Science and social science teachers’ attitudes towards project studies." Procedia - Social and Behavioral Sciences 9 (2010): 1009–13. http://dx.doi.org/10.1016/j.sbspro.2010.12.277.

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Luk, Andrew L., Bessie P. S. Chan, Selwyne W. Cheong, and Stanley K. K. Ko. "An Exploration of the Burnout Situation on Teachers in Two Schools in Macau." Social Indicators Research 95, no. 3 (October 2, 2009): 489–502. http://dx.doi.org/10.1007/s11205-009-9533-7.

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Reid, D. J., and A. P. Ryles. "‘Balanced science’, the national curriculum and teachers’ attitudes." Research in Education 42, no. 1 (November 1989): 45–57. http://dx.doi.org/10.1177/003452378904200105.

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Young, Betty J., and Theodore Kellogg. "Science attitudes and preparation of preservice elementary teachers." Science Education 77, no. 3 (June 1993): 279–91. http://dx.doi.org/10.1002/sce.3730770303.

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Fasasi, Rasheed Adekunle. "Environmental Attitudes of Agricultural Science Teachers in Nigeria." International Journal of Education and Learning 5, no. 2 (September 30, 2016): 15–26. http://dx.doi.org/10.14257/ijel.2016.5.2.03.

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Can, Şendil, and Gülperi Öztürk. "Determination of pre-service science teachers’ attitudes towards reading science texts." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 181. http://dx.doi.org/10.11591/ijere.v8i1.16856.

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The purpose of the current study is to determine the effects of the variables such as gender, grade level, grade point average and book reading frequency on pre-service science teachers’ attitudes towards science texts. The sampling of the current study is comprised of 103 pre-service science teachers enrolled at the Education Faculty of Muğla Sıtkı Koçman University in the spring term of 2017-2018 academic year. In the current study, in order to determine the pre-service teachers’ attitudes towards reading science texts, “The Scale of Attitudes towards Reading Science Texts” was used. The effects of gender and grade level on the pre-service science teachers’ attitudes towards reading science texts were analyzed with independent samples t-test and the effects of academic achievement and book reading frequency were analyzed with one-way variance analysis (ANOVA). As a result of the study, it was concluded that the gender and grade level variables have significant effects on the pre-service teachers’ attitudes towards reading science texts in the sub-dimensions of making use of science texts when possible, denial and contribution of reading science texts to learning and skills and that the general grade point average and book reading frequency have significant effects on the pre-service teachers’ attitudes towards reading science texts in the sub-dimension of making use of science texts <br />when possible.
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Taormina, Robert J. "Social and personality correlates of gambling attitudes and behavior among Chinese residents of Macau." Journal of Social and Personal Relationships 26, no. 8 (December 2009): 1047–71. http://dx.doi.org/10.1177/0265407509347935.

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

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胡維政. "澳門中學理科教師的教學觀念與教學實踐之調查研究." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2098545.

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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 self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 preschool teacher participants using an online format with a self-reported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate's degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating preschool teachers experienced few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.
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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/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.
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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 beliefs, and attitudes towards science, were utilized this study. v The analysis indicated that moderately positive self efficacy beliefs, epistemological beliefs and attitudes towards science teaching were expressed by most of the preservice elementary and secondary science teachers regarding science teaching. Moreover, preservice elementary and secondary science teachers believe that effective teaching can influence their teaching abilities and students'
learning. Furthermore, many preservice elementary and secondary science teachers express a positive attitude toward science teaching. The analysis indicated that there is a relationship between self efficacy beliefs and attitudes towards science teaching in preservice secondary science teachers, and there is another relationship between epistemological beliefs and attitudes towards science teaching in preservice elementary science teachers.
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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'
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'
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 districts of Ankara during the second semester of 2006-2007 academic years. The data were collected by administering Early Childhood Teachers'
Attitudes toward Science Teaching Scale (ECTASTS). Analysis of the data indicated that there is a statistically significant relationship between preschool teachers'
attitudes toward science and the frequency of science activities that they provide in the classroom. Also, all factors were found highly related with the teachers'
attitudes toward science teaching and the frequency of science activities except for age and in-service training.
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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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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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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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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 complex nature of the change required (Kennedy, 1996; Villegas- Reim, 2003; Fullan, 2001). This study investigates the value and importance of teacher's attitude towards educational reform. Explicitly, this research explores how a sample of science teachers in primary schools in Kuwait think about change and how they perceive and respond to educational reform. Data were collected by means of a large-scale questionnaire specifically addressing the views of (187) primary school science teachers toward the implementation of educational reform in Kuwait and their experiences and problems in their daily working life. In addition, focus group interviews with selected science teachers were used to understand in depth why and how science teachers possess the attitudes they hold towards educational reform implementation. A literature review was carried out to obtain a comprehensive view of previous research focused on the concept of reform, science education reforms and teachers' attitudes and responses toward change. The literature review also examined reforms in other countries which have remarkable educational system there were: Finland, Canada, Chile, Japan, Singapore, USA, UK and South Korea and some regional countries such as Egypt, Qatar and the United Arab Emirates, which represent a model for educational reforms in the Arabic region. Recommendations are made from this study based on the findings related to issues of teachers' attitudes to educational change and approaches to helping teachers to equip themselves to more effectively prepare for successful reform implementation. A further outcome, from this research is seen as providing guidelines for educational leaders in the Ministry of Education and in schools in Kuwait to develop public understanding and awareness of the importance of teachers' acceptance and readiness for the support and success of an educational reform.
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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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Books on the topic "Science teachers – Macau – Attitudes"

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Shujah, Aamer. Surveying the research on teachers' views of the nature of science: Critical contextx and reflections. Toronto, ON: 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. Washington: 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. Singapore: World Scientific, 2015.

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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. [Brunei: s.n., 1995.

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

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

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

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

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Lafortune, Louise, and Barbara Bader. Conceptions, croyances et repre sentations en maths, sciences et technos. Sainte-Foy: Presses de l'Universite du Que bec, 2003.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Book chapters on the topic "Science teachers – Macau – 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, 89–105. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_8.

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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, 41–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58685-4_4.

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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, 362–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_66.

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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, 17–27. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0143-1_2.

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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, 107–19. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_9.

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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, 121–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_10.

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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, 173–90. Rotterdam: 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, 357–68. Cham: 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, 157–68. Dordrecht: 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, 415–23. Dordrecht: 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 – Macau – 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, internet attitude scale, teacher education.
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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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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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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. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.38.

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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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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, university teachers.
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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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Borhan, Noziati, and Effandi Zakaria. "Structural equation modeling assessing relationship between mathematics beliefs, teachers’ attitudes and teaching practices among novice teachers in Malaysia." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON EDUCATION, MATHEMATICS AND SCIENCE 2016 (ICEMS2016) IN CONJUNCTION WITH 4TH INTERNATIONAL POSTGRADUATE CONFERENCE ON SCIENCE AND MATHEMATICS 2016 (IPCSM2016). Author(s), 2017. http://dx.doi.org/10.1063/1.4983889.

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Andronache, Daniel. "Attitudes Towards Careers in Education of Pre-Service Teachers of Science and Humanities." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.47.

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Ahmad, Nor Diana, Wan Dilah Wan Adnan, Jamaliah Taslim, and Nursabeeha Ab Manap. "Discovering Teachers' Attitudes toward Use of Information and Communication Technology (ICT) in Preschool." In 2013 International Conference on Advanced Computer Science Applications and Technologies (ACSAT). IEEE, 2013. http://dx.doi.org/10.1109/acsat.2013.29.

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