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The Influence of an Innovative Activity-Centered BiologyProgram on Attitudes Toward Science Teaching AmongPreservice Elementary Teachers
Donald A. Hall Quillayute Valley School DistrictForks, Washington 98331
Introduction
Arecentsurvey onresearch priorities supports thecontentionthat attitudes are of prime concern in science education(Abraham, Renner, Grant, & Westbrook, 1982). Studies fromthe United States and several foreign countries suggest thatstudent interest in science may account for up to 25%of thevariation in academic achievement in science (Simpson, 1978).Yet, despite recognition ofattitudinal goal importance, scienceteachers apparently fail to systematically assess affectivestudentoutcomes(Hofstein.Yager,&Walberg,1982;Schibeci,1981). It appears that science teachers often assume thatvarious instructional components, including laboratory activities,foster student interest and attention; hence, teachers fail toassess affective student outcomes.
Moreover, there continues to be an obvious decline inscience interests among many students, beginning in theintermediate grades (Yager& Yager, 1985). Since this declinein science interests continues on through college, negativeattitudes toward science and science teaching, particularlyamong preservice elementary teachers, could have a seriousand long-lasting impact on student and teacher performance.Thus, a primary goal in teacher education programs should beto design and to implement specific courses, strategies, andmethods that promote attitudes toward science and scienceteaching among elementary education majors.
Purpose
The purpose of this study was to replicate and extend twoprevious studies on the influence of an innovative activity-centered biology program, Biology for Elementary Teachers,on attitudes toward science teaching among prospectiveelementary teachers at St. Cloud State University. Unlike theprevious studies, the Revised Science Attitude Scale was used.In addition, increased student enrollment provided for asubstantial increase in the number of subjects compared withprevious studies.
Course Description
Biology for Elementary Teachers is a one quarter, 3-creditcoursedesigned specifically forprospectiveelementary teachers.
Coursecontentand strategies are consistentwith the innovativeelementary scienceprograms such asElementary Science Study(ESS) and Science Curriculum Improvement Study (SCIIS).Hence, the course is highly activity-centered with emphasis oninquiry and problem solving using a blend ofhands-on/minds-on, process oriented activities. Communication and socialinteraction are encouraged as students work in small groups.Teacher behavior is largely nondirective. Since there are noformal period-longlectures, discussionsareconducted as neededto develop and integrate concepts, to show conceptualrelationships, to answer questions, and to achieve activityclosure. Conceptsintroduced in one activity are often reinforcedorlinked to concepts in lateractivities. Theprimary instructionalmode features the learning cycle approach.
The Instrument
TheLikert-type Revised Science Attitude Scale (Thompson& Shrigley, 1986) was developed specifically to measurepreservice teachers’ attitudes toward science teaching. A majorpurpose for revising the original instrument was to obtain abetter estimate of the content and construct validity. Theinstrumentconsists of 10 negative and 12 positive statements towhich students respond to one of five Likert intervals.
The 22 attitude statements are grouped into four generalsubcomponents. Nine statements represent the majorsubcomponent, ease and comfort of teaching science; fiverepresenttheneed forscience; five represent scienceequipment;and three deal with the time necessary to teach science. Theinternal consistency reliability for the entire attitude scale is0.89. Subcomponent alphas range from 0.63 to 0.79;subcomponent r-values range from 0.46 to 0.73. Thompsonand Shrigley report this instrument to be reasonably valid andreliable for use with preservice teachers toward the attitudeobject of teaching science.
Design and Procedures
This study was conducted during the 1989 winter and springquarters using 159 subjects (130 females, 29 males) enrolled inBiology forElementary Teachers at St. Cloud State University.The majority ofstudents were in theirjunior year, prior to takingscience methods.
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The Revised Science Attitude Scale was administered as apretest and posttest during both quarters. Group scores werethen subjected to paired Most analyses. In addition, responsesto scale subcomponents were compared and analyzed, as wereindividual pretest and posttest scores. Reversal of numericalvalues for all negative statements provided consistency in apositive direction.
Results
Pretest and posttest descriptive data are shown in Table 1.The mean pretest score on the Revised Science Attitude Scalewas 84.58 out of 110 possible (SD = 8.43). The mean posttestscore was 89.90 (SD = 8.20). This difference was statisticallysignificant (t = -8.78, p < .001). In addition, mean scores fromeach ofthe foursubcomponent categories were also significantlydifferent in a positive direction (p < .001) pretest-posttest, asshown in Table 2.
Table 3 shows scores for each of the attitude statements,pretest-posttest. Statements that generated the highest posttestgroup mean scores dealtwith enjoyment ofthelaboratory period(X = 4.41), time requirements for teaching science (X = 4.47),the importance of teaching science processes (X = 4.51), dreadof teaching science (X = 4.53), teacher excitement of studentsabout science (X = 4.56). and student curiosity about scientificmatters (X = 4.65).
Table 1
Comparison of Pretest andPosttest Scores on AttitudesTowardScience Teaching Among Preservice Elementary Teachers(N == 159)
PretestPosttest
XSDr-valueSDX
84.5889.90 -8.78*8.208.43
*p<.001
Discussion
Past findings agreed that the innovative elementary scienceprograms such asElementary Science Study (ESS) and ScienceCurriculum Improvement Study (SCIIS) were more effectivein promoting positive attitudes toward science amongelementary and secondary students than their counterpartsusingamoretraditional approach (Jaus, 1977; Kyle. Bonnstetter,& Gadsden, 1988; Shymansky. Kyle. & Alport, 1983).
This exploratory study using the Revised Science AttitudeScale, generated evidence that suggested an activity-centeredbiology content course patterned after these innovativeelementary school science programs was influential inpromotingpositive attitudes toward scienceand science teachingamongprospectiveelementary teachers. This evidence supportsthe results of two previous studies on attitudes toward scienceteaching among preservice elementary teachers over a 13-yearperiod at St Cloud State University. Furthermore, thesefindings support the contention of Shrigley (1974a) that thestrategies and methods featured in these innovative scienceprograms be incorporated into the college science courses forelementary teachers. In addition, the results of this studyagreed with prior research in that activity-centered, process-approach instruction, characterized by inquiry and discovery,promoted positive attitudes among preservice elementaryteachers (Kennedy, 1973; Kramer, 1979,1988; Strawitz, 1976;Westerback, 1982).
It is ofparticular interest to compare the results of this studywith the results obtained by Kramer (1979, 1988). Kramcr’ssubjects were prospective elementary teachers enrolled in thesame course and in an identical setting as were the subjectsdescribed in this study. Kramer used the original version oftheScience Attitude Scale (Shrigley, 1974b) in both his initialstudy and his replication study. Although the original ScienceAttitude Scale represented twodistinct attitude objects (attitudesof the preservice teacher toward enrollment in science coursesand attitudes of preservice teachers toward the teaching ofscience), similarresults wereobtained inboth this and Kramer’sstudies. Succinctly, there was an overall positive attitude shift
Table 2
Comparison of Mean Pretest and Posttest Scores for Science Altitude Scale Subcomponents^ (N = 159)
Pretest Posttest
SubcomponentCategoryXSDXSD^-value
Construction and manipulation of science equipment (5)Need for science in the elementary school curriculum (5)Time necessary to teach science (3)Comfort and ease of teaching science (9)
3.724.144.193.64
.49
.40
.42
.53
3.994.304.343.95
.44
.45
.50
.46
-7.80**-4.43**-4.01**-7.98**
*Based on a Likert-type scale, 1-5**/?<.001
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Table 3
Mean Pretest and Pastiest Scores for Statements on the Revised Science Attitude Scale* (N = 159)
Statement
I will feel uncomfortable teaching science.***The teaching of science processes is important in the elementary classroom.I fear that I will be unable to teach science adequately***Teaching science takes too much time.***I will enjoy the lab period in the science courses that I teach.I have a difficult time understanding science.***I feel comfortable with the science content in the elementary science currriculum.I would be interested in working in an experimental elementary science curriculurI dread teaching science.***I am not afraid to demonstrate science phenomena in the classroom.I am not looking forward to teaching science in my elementary classroom.***I will enjoy helping students construct science equipment.I am willing to spend time setting up equipment for a lab.I am afraid that students will ask me questions that I cannot answer.***Science is as important as the 3Rs.I enjoy manipulating science equipment.In the classroom, I fear science experiments won’t turn out as expected.***Science would be one of my preferred subjects to teach, if given a choice.I hope to be able to excite my students about science.Teaching science takes too much effort.***Children are not curious about scientific matters.***I plan to integrate science into other subject areas.
Subcomponent**
IVIIIVIII
IIVIV
n. IIIV
IIV
IIIIIVIIII
IVIVIIIIIII
Pretest X
3.594.223.554.314.233.383.533.654.253.574.023.964.063.024.143.493.302.944.414.184.614.04
PosttestX
3.604.514.014.474.413.913.993.924.533.824.184.144.183.354.353.973.523.434.564.394.654.22
*Scores based on a Likert-type scale, 1-5.**I Science equipment, II Science need. Ill Time. IV Ease
***Numerical values reversed.
on every item pretest-posttest as well as on each subset.Atdtudestatementsthatgeneratedthemostpositiveresponses
in this study suggested that subjects in general thought theywould not dread teaching science, hoped to be able to excitetheir students about science, thought science processes wereimportant in the elementary classroom, thought children werecurious about scientific matters, did not think teaching sciencetook too much time or effort, and thought they would enjoy thelaboratory period in the science courses they teach.
Since it was beyond the intent of this study to establishcausality, specific factors for the attitude changes could not bedetermined. Positive attitude shifts could have been influencedby a number of factors.
First, the program itself features several aspects of theinnovativeelementary scienceprograms including manipulative,hands-on experiences using live materials and outdoor fieldexperiences. A major focus is on promoting process skills.inquiry, and discovery using the learning cycle approach.
Second, specific strategies using concrete examples areused to clarify and to amplify more difficult concepts such asphotosynthesis, cell respiration, and fermentation. Students
work in small group settings to encourage cooperation andsocial interaction.
Finally, research indicates classroom climate influencesstudent attitudes (Lawrenz, 1976; Simpson, 1978; Vargas-Gomez & Yager, 1987). In view of this, careful attention isfocused on student-teacher interaction and classroomenvironment. Theclassroom atmosphereisrelaxed and informal.Teacher behavior is largely nondirective and facilitative.Qualitative data generated from student evaluations indicateinstructors are enthusiastic and show genuine care and concerntoward students.
As Kramer (1979) pointed out, the goal of improvingattitudes toward science and science teaching is beingaccomplished in the course Biology forElementary Teachers atSt. Cloud State University. Additional research using bothqualitative and quantitative data based on an experimentaldesign format is needed to determine more specifically whatfactors cause changes in attitudes toward science and scienceteaching, particularly among those students enrolled inelementary teacher programs. One important implicationgenerated from an attitude study such as this concerns the long-
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242Innovative Biology Program
term effects of attitude change. As Koballa (1986) suggested,measuring preservice teachers’ attitudes toward science andscience teaching may not be adequate predictors of their actualscienceteachingbehaviors. Longitudinal studies linkingattitudesand classroom practice are needed.
Conclusions and Recommendations
1. An activity-centered biology content course patternedafter the innovativeelementary scienceprograms was influentialin promoting positive attitudes toward science and scienceteaching among prospective elementary teachers.
2. The results of this study support prior research usingsimilar settings and populations.
3. The most positive responses indicated that preserviceteachers in this study:
a. thought they would not dread teaching science,b. hoped tobe able to excite their students about science,c. thought science processes were important,d. thought children were curious about science,e. did not think teaching science took too much time or
effort, andf. thought they would enjoy the laboratory period in the
science courses they teach.4. The strategies and methods featured in the innovative
elementaryscienceprograms shouldbeincorporated into collegescience courses for elementary teachers.
5. Morequalitativedatabasedon studentjoumals, interviews.tape recordings, and researcher observations are needed.
6. This study should be replicated and extended to includean experimental design format.
7. Longitudinal studies linking attitudes and classroompractice are needed.
References
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Kennedy.T. G. (1973). Theeffectofprocess approach instructionupon changing pro-service elementary teachers’ attitudestoward science. School Science and Mathematics, 73, 569-574.
Koballa,T.R.,Jr., (1986). Teaching hands-on science activities:Variables that moderate attitude-behavior consistency.Journal of Research in Science Teaching, 23,493-502.
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