Journal articles: 'Science teachers – Macau – Attitudes'

1

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 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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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 their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

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Ng, Wan, and Richard Gunstone. "Science and computer-based technologies: attitudes of secondary science teachers." Research in Science & Technological Education 21, no. 2 (November 2003): 243–64. http://dx.doi.org/10.1080/0263514032000127266.

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Oon, Pey-Tee, Bi Ying Hu, and Bing Wei. "Early childhood educators’ attitudes toward science teaching in Chinese schools." Australasian Journal of Early Childhood 44, no. 4 (September 3, 2019): 423–35. http://dx.doi.org/10.1177/1836939119870890.

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The study looked at early childhood education teachers’ views on teaching science in China using the Preschool-Teachers’ Attitudes and Beliefs toward Science Teaching (P-TABS) instrument. A total of 245 teachers from 60 preschools in Guangdong province in China, selected through a stratified random sampling approach, participated in the current study. The instrument was validated and results were analyzed using the Rasch model. Results revealed that although the sampled teachers support child-centered learning, early childhood education teachers are somewhat uncomfortable in planning science activities that are engaging of preschoolers. The teachers report low confidence in their ability as science teachers and perceived themselves to have inadequate science knowledge. They noted a number of challenges associated with the teaching of science including the overloaded teaching commitments and the lack of resources for use in science activities.

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Janík, Tomáš, Tomáš Janko, Karolína Pešková, Petr Knecht, and Michaela Spurná. "Czech teachers’ attitudes towards curriculum reform implementation." Human Affairs 28, no. 1 (January 26, 2018): 54–70. http://dx.doi.org/10.1515/humaff-2018-0006.

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AbstractThe study focuses on the implementation of curriculum reform in grammar schools in the Czech Republic. The purpose of this study was to explore the attitudes of grammar school teachers towards the reform and its implementation. The perceived benefits of and problems with the curriculum reform were measured using closed-ended items (on a Likert scale). The research sample of this questionnaire survey consisted of 1,098 teachers from 58 schools. The results indicate that the reform has been more readily accepted in pilot schools than in non-pilot schools. In general, it can be concluded that although there was support for the main ideas behind the reform, the majority of teachers have not accepted the reform as a whole. The multiple regression analysis revealed that gender, position, length of teaching experience, and knowledge of specific characteristics of curriculum reform did not significantly contribute to teachers’ acceptance of the curriculum reform.

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Heck, Ronlad H. "Secondary Science Teachers' Attitudes About Microcomputer-Based Laboratory Techniques:." Computers in the Schools 7, no. 3 (November 21, 1990): 71–86. http://dx.doi.org/10.1300/j025v07n03_07.

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van Aalderen-Smeets, Sandra I., Juliette H. Walma van der Molen, and Lieke J. F. Asma. "Primary teachers' attitudes toward science: A new theoretical framework." Science Education 96, no. 1 (September 6, 2011): 158–82. http://dx.doi.org/10.1002/sce.20467.

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Erden, Feyza T., and Sema Sönmez. "Study of Turkish Preschool Teachers’ Attitudes toward Science Teaching." International Journal of Science Education 33, no. 8 (October 19, 2010): 1149–68. http://dx.doi.org/10.1080/09500693.2010.511295.

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Downing, Jan E., and Janet D. Filer. "Science process skills and attitudes of preservice elementary teachers." Journal of Elementary Science Education 11, no. 2 (September 1999): 57–64. http://dx.doi.org/10.1007/bf03173838.

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Kukliansky, Ida, Itai Shosberger, and Haim Eshach. "SCIENCE TEACHERS’ VOICE ON HOMEWORK: BELIEFS, ATTITUDES, AND BEHAVIORS." International Journal of Science and Mathematics Education 14, S1 (May 22, 2014): 229–50. http://dx.doi.org/10.1007/s10763-014-9555-8.

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M. Villacrusis, Ephraim. "STUDENT ATTITUDES AND BEST PRACTICES ON SCIENCE PERFORMANCE-BASED ASSESSMENT." International Journal of Advanced Research 9, no. 03 (March 31, 2021): 749–68. http://dx.doi.org/10.21474/ijar01/12640.

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Performance â€“based science assessments provide students with valuable experiences and opportunities to improve students learning. Understanding the attitude of both teachers and students is an important aspect to design suitable performance-based assessment to ensure quality science education. Thus, this study was crafted to determine the teachers and students attitude towards performance-based science assessment and best practices of teachers. This descriptive survey explored the attitude of teachers and students about performance â€“ based assessment. While, Mann-Whitney U test was used to analyzed the significant difference between the teachers and students attitude towards science performance â€“ based assessment. Findings, suggest that students viewed the test performance positively in terms of grading the students fairly in getting good marks in science. While science teachers, believe that class presentations provide opportunities for students, to demonstrate their ability and knowledge during science discussion. Mann-Whitney U test indicates a mismatched between the teachers and students attitude on the performance-based science assessments. While, best practices of science teachers on science performance â€“based assessment are focused on student-centered activities such as simulation, student journals, exhibits, debates, community based project, project based learning, presentation of science investigatory project, and open-ended questions. Thus, it is necessary for the schools to strengthens the teachers professional development especially in the development and innovations of effective science performance-based assessment tool in order to increase learners achievement. It is also necessary to strengthens students understanding about the role and importance of the different science performance task implored by the teacher.

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Meilinda, M., N. Y. Rustaman, and B. Tjasyono. "The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change." Jurnal Pendidikan IPA Indonesia 6, no. 2 (October 17, 2017): 292. http://dx.doi.org/10.15294/jpii.v6i2.9490.

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The global climate phenomenon in the context of climate change is the impact of both the dynamic complex climate system and human behaviors that affect environmental sustainability. Human is an important component that should be considered in science teaching that is believed to improve human attitudes towards the environmental sustainability. The research aims to investigate the perceptions of pre-service science teachers and science teachers in South Sumatra who teach climate change and global warming. The data were collected from 17 science teachers and 53 pre-service science teachers from April to August 2016. The instruments were 17 modified questions which were developed from Pruneau’s framework. There are three linear perceptions regarding climate change. First, greenhouse effect causes global warming and global warming causes climate change. Second, ozone leakage causes global warming and global warming causes acid rain. Third, greenhouse effect causes ozone leakage and ozone leakage causes global warming; then it causes climate change and other climatic phenomena. Both pre-service science teachers and science teachers argue that climate change is caused by global warming. Actually, climate change is not only global warming but also global cooling. Those phenomena occur because of interactions among climate system components. They do not believe that education is able to change human attitudes in saving environmental sustainability from global climate change disasters. They believe that media give stronger effects than teachers in shaping those perceptions. Factually, most of wrong perceptions come from media.

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Lindemann-Matthies, Petra, and Sarah Knecht. "Swiss Elementary School Teachers’ Attitudes Toward Forest Education." Journal of Environmental Education 42, no. 3 (March 16, 2011): 152–67. http://dx.doi.org/10.1080/00958964.2010.523737.

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Thompson, Gregory W., and Mark A. Balschweid. "Attitudes Of Oregon Agricultural Science And Technology Teachers Toward Integrating Science." Journal of Agricultural Education 40, no. 3 (September 1999): 21–29. http://dx.doi.org/10.5032/jae.1999.03021.

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Métioui, Abdeljalil, and Louis Trudel. "Diagnostic of Attitudes towards Science Held by Pre-service Science Teachers." International Journal of Science in Society 2, no. 4 (2011): 63–84. http://dx.doi.org/10.18848/1836-6236/cgp/v02i04/51295.

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Fowler, Samantha R., and Gerry G. Meisels. "Florida Teachers' Attitudes about Teaching Evolution." American Biology Teacher 72, no. 2 (February 1, 2010): 96–99. http://dx.doi.org/10.1525/abt.2010.72.2.8.

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A survey of Florida teachers reveals many differences in comfort level with teaching evolution according to the state's science teaching standards, general attitudes and beliefs about evolution, and the extent to which teachers are criticized, censured, disparaged, or reprehended for their beliefs about the teaching of evolution.

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Çalık, Muammer, Neslihan Ültay, Ali Kolomuç, and Ayşe Aytar. "A cross-age study of science student teachers' chemistry attitudes." Chemistry Education Research and Practice 16, no. 2 (2015): 228–36. http://dx.doi.org/10.1039/c4rp00133h.

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The aim of this study is to investigate the effects of some variables (gender and year of study) on science student teachers' (SSTs) chemistry attitudes. An adapted version of Chemistry Attitudes and Experiences Questionnaire was administered to 983 SSTs drawn from four different universities in the region of Eastern Black Sea, Turkey. Significant differences between genders' mean scores of the CAEQ indicate that the females somewhat develop stronger positive attitudes towards chemistry than do the males. Furthermore, because the first year of the study generally had the highest mean scores of the three subscales of the CAEQ, it can be deduced that tertiary education lacks improving the SSTs' positive chemistry attitudes to a satisfied level and/or a large effect size. Hence, its attitudinal quality should be intimately inquired.

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Smith, Sara Dawn. "Computer Attitudes of Teachers and Students in Relationship to Gender and Grade Level." Journal of Educational Computing Research 3, no. 4 (November 1987): 479–94. http://dx.doi.org/10.2190/wqkv-jhj7-ftnx-qkpl.

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The two studies reported here examined teachers' and students' Efficacy and Sex-typing attitudes toward computers in schools from contrasting settings. The first study analyzed computer attitudes of 491 participants (318 students, 173 teachers) in a district with an across-the-grades educational computing curriculum in place for almost two years. The second study assessed attitudes of 421 students and teachers (331 students, 90 teachers) in schools which were in the early stages of computer implementation. In the first study, there were significant differences in sense of Efficacy between teachers and students. Both studies found significant differences in Efficacy attitudes by grade level, with the second study showing differential effects by gender and group (teacher/student). Sex-typing attitudes were found to be significantly different for males and females in both studies, with females showing stronger feelings for equity in computer use and careers than males did. Teachers in Study 2 showed significantly higher attitudes of equity than students.

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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 (July 27, 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. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.

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Gallego-Ortega, José Luis, and Antonio Rodríguez-Fuentes. "Teaching Attitudes towards Students with Disabilities." Mathematics 9, no. 14 (July 11, 2021): 1637. http://dx.doi.org/10.3390/math9141637.

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(1) Background: Inclusive education has been a recurring topic during the last decades. However, not every teacher is equally enthusiastic about how to implement it. Understanding these discrepancies can help to identify improvement procedures. Therefore, even though teachers’ beliefs and attitudes around inclusion have been thoroughly explored, it is necessary to delve further on this type of study to understand possible changes derived from the socio-educational transformations experimented by current societies. (2) Methods: This study examined the attitudes of 122 teachers, both Primary and Special Needs ones, working in rural and urban schools, regarding inclusion of students with disabilities. The data were collected from two scales: Attitude Survey Inclusive Education–Teachers (ASIE-T) and Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion the Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R). A quantitative approach was employed, of descriptive and correlational type. Descriptive and inferential analyses were performed by means of parametric tests. Furthermore, the bivariate correlation technique Person’s r was carried out in order to verify the intensity among variables. The effect sizes are provided as Cohen’s d. (3) Results: The results revealed positive beliefs concerning inclusion and the existence of differences among teachers, depending on their specialisation and gender. The variables “age” and “stage of education” were not significant in terms of generating in terms of attitude generation. (4) Conclusions: Understanding the association between socio-demographic variables and stigma is crucial when it comes to accomplishing an inclusive and high-quality education. The general findings of this study contribute to justify the implementation of programmes to stimulate and encourage meaningful interactions between general education teachers and students with disabilities.

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Mowen, Diana, Grady Roberts, Gary Wingenbach, and Julie Harlin. "Biotechnology: An Assessment Of Agricultural Science Teachers’ Knowledge And Attitudes." Journal of Agricultural Education 48, no. 1 (March 1, 2007): 42–51. http://dx.doi.org/10.5032/jae.2007.01042.

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Can, Şendil, Eren Çağrı Aksay, and Tuğçe Yağmur Orhan. "Investigation of Pre-service Science Teachers’ Attitudes towards Laboratory Safety." Procedia - Social and Behavioral Sciences 174 (February 2015): 3131–36. http://dx.doi.org/10.1016/j.sbspro.2015.01.1051.

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ÖZTÜRK, Müyesser. "SPECIAL EDUCATION TEACHERS' SELF-EFFICACY BELIEFS and ATTITUDES TOWARDS SCIENCE." International Journal of Education Technology and Scientific Researches 5, no. 13 (January 1, 2020): 1469–510. http://dx.doi.org/10.35826/ijetsar.208.

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Güven, Ezgi, and Mustafa Aydoğdu. "Determination of Candidate Science Teachers’ Attitudes towards Computer Assisted Teaching." Procedia - Social and Behavioral Sciences 116 (February 2014): 3564–67. http://dx.doi.org/10.1016/j.sbspro.2014.01.803.

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Hassan, Abdel Moneim Ahmed, and Robert L. Shrigley. "The effect of persuasion upon the attitudes of science teachers." Science Education 69, no. 1 (January 1985): 95–103. http://dx.doi.org/10.1002/sce.3730690110.

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Stronck, David R. "Teachers' attitudes toward science coordination in british columbia's school districts." Science Education 71, no. 1 (January 1987): 21–27. http://dx.doi.org/10.1002/sce.3730710106.

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Hackman, Salomey Tardy, Danhui Zhang, and Jingwen He. "Secondary school science teachers’ attitudes towards STEM education in Liberia." International Journal of Science Education 43, no. 2 (January 11, 2021): 223–46. http://dx.doi.org/10.1080/09500693.2020.1864837.

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Ngman-wara, Ernest Immaare, and Dorwu Ishmael Edem. "Pre-Service Basic Science Teachers’ Self-Efficacy Beliefs and Attitudes towards Science Teaching." International Journal for Innovation Education and Research 4, no. 8 (August 31, 2016): 20–41. http://dx.doi.org/10.31686/ijier.vol4.iss8.576.

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The main purpose of the study was to explore preservice basic pre-service science teachers’ self-efficacy beliefs and attitude regarding science teaching. Data were collected by administering science teaching self-efficacy beliefs and attitude towards science teaching instruments to 100 pre-service basic science teachers (92 males and 8females). Descriptive statistical techniques such as mean scores, standard deviations and percentages were used to analyse the data. Results of the study showed that the pre-service basic science teachers have very high level of self-efficacy beliefs and positive attitudes towards basic science teaching. However, the respondents had some reservations about their ability to facilitate hands-on activities and laboratory work in their future science lessons. It was recommended that science tutors should integrate science content into their science methods courses to improve the pre-service teachers’ science content and pedagogical content knowledge.

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Mai, Mohammed Yousef. "Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools." European Journal of Interdisciplinary Studies 1, no. 3 (December 30, 2015): 187. http://dx.doi.org/10.26417/ejis.v1i3.p187-196.

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The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Questionnaire-IAQ” (Kubiatko - Haláková, 2009; Mehra - Far, 2013) was used as a data collection tool. The results indicate that; science teachers have positive attitudes toward using ICT and mobile learning in education. On the other hand, science teachers' attitudes towards mobile learning was predicted by their perception about ICT and their self-efficacy.

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Mai, Mohammed Yousef. "Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools." European Journal of Interdisciplinary Studies 3, no. 1 (December 30, 2015): 187. http://dx.doi.org/10.26417/ejis.v3i1.p187-196.

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The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Questionnaire-IAQ” (Kubiatko - Haláková, 2009; Mehra - Far, 2013) was used as a data collection tool. The results indicate that; science teachers have positive attitudes toward using ICT and mobile learning in education. On the other hand, science teachers' attitudes towards mobile learning was predicted by their perception about ICT and their self-efficacy.

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Kartal, Busra. "Pre-service Science and Mathematics Teachers’ Teaching Efficacy Beliefs and Attitudes toward Teaching: A Partial Correlation Research." Australian Journal of Teacher Education 45, no. 9 (September 2020): 42–61. http://dx.doi.org/10.14221/ajte.2020v45n9.3.

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Teachers with a high level of self-efficacy and positive attitudes are more likely to use new and constructivist approaches and to create a learning environment in which students may develop 21st-century skills. Examining pre-service teachers’ attitudes and beliefs related to teaching allow teacher preparation programs to evaluate their effectiveness on beliefs and attitudes. This correlational research investigated pre-service elementary science and mathematics teachers’ beliefs and attitudes due to gender, grade level, and department, and revealed the reliable correlation between beliefs and attitudes performing partial correlation. Results show that females feel more efficacious in teaching and have more positive attitudes than males. 4th grades also perceive a higher level of efficacy for student engagement and using instructional strategies than 1st grades. Partial correlation coefficients revealed positive strong relationships between attitudes and efficacy beliefs. Recommendations are suggested based on implications.

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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 (July 10, 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 longitudinal case study (3 years) to refine characteristics of a TEP, answering the questions: a) what features should a TEP have, to improve consistently positive attitudes of teachers about STS?, (b) which gains in teachers' attitudes towards the STS were obtained from the implementation of TEP? The TEP incorporated, progressively, findings based on literature and other characteristics resulting from improvements, namely: (a) exploring contexts and using materials and equipment from daily routine; (b) developing epistemic practices related with experimental work in open challenge activities; (c) transferable teacher mediation traits. The TEP, with the referred characteristics, allowed teacher to develop important attitudes about: scientific inquiry, willingness to engage in issues related to science and science as a social enterprise. Key words: teacher education, teachers STS attitudes, scientific literacy.

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TURK, Cumhur. "The Correlation between Pre-Service Science Teachers’ Astronomy Achievement, Attitudes towards Astronomy and Spatial Thinking Skills." Journal of Education and Learning 5, no. 2 (March 22, 2016): 187. http://dx.doi.org/10.5539/jel.v5n2p187.

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The purpose of this study was to examine the changes in pre-service Science teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking in terms of their years of study. Another purpose of the study was to find out whether there was correlation between pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking. The study was conducted with 280 pre-service teachers (freshmen, sophomores, juniors and seniors) studying at the education faculty of a university in Black Sea Region of Turkey. The data were collected through Astronomy Achievement Test, Astronomy Attitude Test and Purdue Spatial Visualization Test: Visualization of Rotations. One way factor analysis (One-Way Anova) technique for independent groups was used for data analysis in order to find out whether pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking differed in terms of their years of study. In order to find out whether there was correlation between pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking, simple linear correlation analysis was conducted and Pearson Moment Correlation Coefficient was checked. The results of the data analysis showed that pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking differed significantly in terms of their years of study. In addition, a low positive correlation was found between pre-service teachers’ astronomy achievement and attitudes towards astronomy while a high positive correlation was found between pre-service teachers’ astronomy achievement and their skills for spatial thinking. In line with these results, recommendations were made to increase the number of astronomy classes in education faculties and to teach astronomy not only in fourth year but also in the first three years.

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Clipa, Otilia, Liliana Mata, and Iuliana Lazar. "Measuring In-Service Teachers’ Attitudes Towards Inclusive Education." International Journal of Disability, Development and Education 67, no. 2 (October 15, 2019): 135–50. http://dx.doi.org/10.1080/1034912x.2019.1679723.

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AHN, HYEJEONG. "Teachers' attitudes towards Korean English in South Korea." World Englishes 33, no. 2 (May 2, 2014): 195–222. http://dx.doi.org/10.1111/weng.12081.

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Ferraiolo, Kathleen, Frederick Hess, Robert Maranto, and Scott Milliman. "Teachers' Attitudes and the Success of School Choice." Policy Studies Journal 32, no. 2 (May 2004): 209–24. http://dx.doi.org/10.1111/j.1541-0072.2004.00061.x.

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Lu, Ying-Yan, Hsiang-Ting Chen, Zuway-R. Hong, and Larry D. Yore. "Students’ awareness of science teachers’ leadership, attitudes toward science, and positive thinking." International Journal of Science Education 38, no. 13 (September 2016): 2174–96. http://dx.doi.org/10.1080/09500693.2016.1230792.

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Kaya, Osman Nafiz, Robert Yager, and Alev Dogan. "Changes in Attitudes Towards Science–Technology–Society of Pre-service Science Teachers." Research in Science Education 39, no. 2 (April 5, 2008): 257–79. http://dx.doi.org/10.1007/s11165-008-9084-y.

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Bracic, Ana, Mackenzie Israel-Trummel, Sarina Rhinehart, and Allyson F. Shortle. "Gender Attitudes, Support for Teachers’ Strikes, and Legislative Elections." PS: Political Science & Politics 53, no. 3 (July 2020): 447–52. http://dx.doi.org/10.1017/s1049096520000220.

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In the past 25 years, education funding in Oklahoma has stagnated. In some schools, students learn about American politics from tattered textbooks in which George W. Bush is listed as the current president (Hendry and Pasquantonio 2018). Across the board, teachers are grossly underpaid, yet many are compelled to buy school supplies with their own funds (Felder 2018a). Moreover, in one out of five schools, students come to class only four days a week (Carlson 2018). After the state legislature failed to pass a funding package to sufficiently increase spending on schools and salaries in early 2018, teachers across Oklahoma walked out on their jobs to protest at the Capitol for nine days. In addition to sharing their grievances, the hundreds of protesting educators had something else in common: many were women.

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Yore, Larry D. "Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks." Journal of Research in Science Teaching 28, no. 1 (January 1991): 55–72. http://dx.doi.org/10.1002/tea.3660280106.

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Cheng, Judith Chen-Hsuan, and Martha C. Monroe. "Examining Teachers' Attitudes Toward a Required Environmental Education Program." Applied Environmental Education & Communication 9, no. 1 (March 3, 2010): 28–37. http://dx.doi.org/10.1080/15330150903566463.

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

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