Francis, Amanda
(2022)
Perceptions and Attitudes Toward Science Teaching of Preservice Elementary Teachers.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The implementation and teaching of science, technology, engineering, and mathematics (STEM) has improved at all field levels over the past 30 years. STEM education provides a skill set that governs the way we think and behave which helps us solve the challenges the world faces today (Norris, 2021). Therefore, the importance of students learning STEM effectively comes from providing valuable STEM learning opportunities. Consequently, vital STEM-related preservice teacher education is essential. The aim of this study was to examine what ways better prepare preservice teachers to implement science teaching providing a scaffolding science teaching approach to improve the students’ perceptions, attitudes, and confidence toward science and science teaching.
The study design incorporated an analysis of surveys and rubrics to determine the students’ measured perceptions and attitudes toward science and their confidence in science teaching using in-classroom experiences, virtual observations, and classroom activities. Participants included 21 students enrolled in the Bio 340 Life Science course designed specifically for preservice teachers. Over the course of five weeks, the preservice teachers participated in three separate case study video observations, journal entries, and open discussions pertaining to the case study videos, with rubrics used to analyze student retainment and benefits. Additionally, preservice teachers participated in in-classroom teaching experiences, with rubrics used to measure the students’ confidence in science teaching. The surveys were analyzed to determine the students’ perceptions and attitudes toward science teaching and the effectiveness and improvements in student learning.
The analysis of the surveys established how this group of preservice teachers had a positive effect on student attitudes and improved confidence for teaching science. The findings from this study support the addition of field hour assignments into the course content while also using the scaffolding teaching method to rejuvenate the science learning experience for the students.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
31 August 2022 |
| Date Type: |
Publication |
| Defense Date: |
22 June 2022 |
| Approval Date: |
31 August 2022 |
| Submission Date: |
3 August 2022 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
94 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
science teaching, preservice teachers, attitude, perceptions, confidence, field hours |
| Date Deposited: |
31 Aug 2022 17:58 |
| Last Modified: |
31 Aug 2022 17:58 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/43477 |
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