Contributors to the decision of elementary education majors to choose science as an academic concentration

Abstract

The purpose of this study was to identify differences between preservice elementary teachers that have demonstrated an interest in science and those who have not. This was accomplished by comparing characteristics of a group of preservice teachers who had declared an academic concentration in science with elementary education majors in general. Specific factors investigated were science locus of control and the past science experiences of these students. All subjects were administered Haury’s (1984)Locus of Control in Science scale to quantify science locus of control orientation. Additionally, extensive information concerning the past science experiences of the subjects was gathered using a questionnaire developed specifically for this study. Results of this study related to the first purpose indicated no significant differences between elementary education majors concentrating in science and those not concentrating in science for science locus of control orientation. Information gathered through the use of the questionnaire revealed many differences between the science concentration and non-science concentration groups. Some of the most meaningful results are as follows: The science concentration group reported more favorable experiences from kindergarten through college: their teachers were more knowledgeable and comfortable teaching science, and provided visuals and activities to help explain concepts; and they received more encouragement in science. Both groups attributed their degree of comfort with science to teacher characteristics, teaching methods, personal characteristics, and the nature of science.