Picturing pre-service and in-service teachers' views about scientists and science teaching.
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| Title: | Picturing pre-service and in-service teachers' views about scientists and science teaching. |
|---|---|
| Authors: | Uçar, Sedat1, Eti, İnanç2 ieti@cu.edu.tr, Demircioğlu, Tuba1, Aktaş Arnas, Yaşare2 |
| Source: | International Journal of Early Years Education. Sep2023, Vol. 31 Issue 3, p773-789. 17p. 1 Black and White Photograph, 6 Charts, 2 Graphs. |
| Subject Terms: | *Science education, *Student teacher attitudes, *Early childhood teachers, *Teacher attitudes, *Teacher training, *Professional education, *Early childhood education |
| Abstract: | Courses in teacher training programmes, especially science method courses, play a major role in the development of beliefs. Because children's science learning starts in preschool years, it is critical to investigate early childhood teachers' beliefs about scientists and science teaching. The purpose of this study was to describe, document, and then compare the pre-service and in-service early childhood teachers' beliefs about scientists and science teaching. A causal-comparative design with unequal sample sizes was used. The independent variables were the type of service, pre-service or in-service. The dependent variable was the score obtained on the 'Draw a Scientist Test' and the 'Draw a Science Teacher Test'. The sample consisted of 139 pre-service and in-service early childhood teachers. Pre-service teachers were studying in a teacher-training programme at a major research university and in-service teachers were working in public schools in the south part of Turkey. The results indicate that inservice teachers held more stereotypical images than pre-service teachers about scientists. In addition, pre-service teachers had positive belief of scientists while in the training programme, but in-service teachers lacked this positive belief. A key implication of the study is that more professional training for in-service teachers should be offered within professional development programmes. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 169784520 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Picturing pre-service and in-service teachers' views about scientists and science teaching. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Uçar%2C+Sedat%22">Uçar, Sedat</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Eti%2C+İnanç%22">Eti, İnanç</searchLink><relatesTo>2</relatesTo><i> ieti@cu.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Demircioğlu%2C+Tuba%22">Demircioğlu, Tuba</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Aktaş+Arnas%2C+Yaşare%22">Aktaş Arnas, Yaşare</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Sep2023, Vol. 31 Issue 3, p773-789. 17p. 1 Black and White Photograph, 6 Charts, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teacher+attitudes%22">Student teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Courses in teacher training programmes, especially science method courses, play a major role in the development of beliefs. Because children's science learning starts in preschool years, it is critical to investigate early childhood teachers' beliefs about scientists and science teaching. The purpose of this study was to describe, document, and then compare the pre-service and in-service early childhood teachers' beliefs about scientists and science teaching. A causal-comparative design with unequal sample sizes was used. The independent variables were the type of service, pre-service or in-service. The dependent variable was the score obtained on the 'Draw a Scientist Test' and the 'Draw a Science Teacher Test'. The sample consisted of 139 pre-service and in-service early childhood teachers. Pre-service teachers were studying in a teacher-training programme at a major research university and in-service teachers were working in public schools in the south part of Turkey. The results indicate that inservice teachers held more stereotypical images than pre-service teachers about scientists. In addition, pre-service teachers had positive belief of scientists while in the training programme, but in-service teachers lacked this positive belief. A key implication of the study is that more professional training for in-service teachers should be offered within professional development programmes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=169784520 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09669760.2020.1814218 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 773 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Student teacher attitudes Type: general – SubjectFull: Early childhood teachers Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Professional education Type: general – SubjectFull: Early childhood education Type: general Titles: – TitleFull: Picturing pre-service and in-service teachers' views about scientists and science teaching. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Uçar, Sedat – PersonEntity: Name: NameFull: Eti, İnanç – PersonEntity: Name: NameFull: Demircioğlu, Tuba – PersonEntity: Name: NameFull: Aktaş Arnas, Yaşare IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 09669760 Numbering: – Type: volume Value: 31 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Early Years Education Type: main |
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