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Development of interest in science and interest in teaching elementary science: Influence of informal, school, and inquiry methods course experiences

Başlık çevirisi mevcut değil.

  1. Tez No: 400393
  2. Yazar: MIZRAP BULUNUZ
  3. Danışmanlar: DR. OLGA S. JARRETT
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2007
  8. Dil: İngilizce
  9. Üniversite: Georgia State University
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 199

Özet

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Özet (Çeviri)

Inquiry-based science instruction is a major goal of science education reform.However, there is little research examining how preservice elementary teachers might bemotivated to teach through inquiry. This quantitative study was designed to examine therole of background experiences and an inquiry science methods course on interest inscience and interest in teaching science. The course included many activities andassignments at varying levels of inquiry, designed to teach content and inquiry methodsand to model effective teaching. The study involved analyses of surveys completed bystudents in the course on their experiences with science before, during, and at the end ofthe course.The following questions guided the design of this study and analysis of the data:1. What science background experiences (school, home, and informal education) doparticipants have and how do those experiences affect initial interest in science?2. Among the hands-on activities in the methods course, is there a relationshipbetween level of inquiry of the activity and the motivational quality (interesting,fun, and learning) of the activity?3. Does the course affect participants? interest and attitude toward science?4. What aspects of the course contribute to participants? interest in teaching scienceand choice to teach science?Descriptive and inferential analysis of a background survey revealed that participantswith high and low initial interest in science differed significantly on remembering aboutelementary school science and involvement in science related activities inchildhood/youth. Analysis of daily ratings of each hands-on activity on motivationalqualities (fun, interest, and learning) indicated that there were significant differences inmotivational quality of the activities by level of inquiry with higher levels of inquiryrated more positively. Pre/post surveys indicated that participants increased in interest inscience and a number of variables reflecting more positive feelings about science andscience teaching. Regression analysis found that the best predictors for interest inteaching science were experiencing fun activities in the science methods course followedby the interest participants brought to the course. This study highlights the motivationalaspects of the methods course in developing interest in science and interest in teachingscience.

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