Abstract
A six-part questionnaire was developed and administered to 135 teachers in elementary and middle schools in Alabama, Georgia, Texas and Oregon to determine: (a) where teachers felt they received encouragement or discouragement for lessons involving hands-on activities in science: (b) how strong this encouragement or discouragement was; and (c) the effect this had on their teaching styles. The results showed that teachers received more encouragement than discouragement to use hands-on activities in their classroom. The research also indicated that a teacher's early experience and feelings of personal success in teaching had a direct impact on the continued or discontinued use of hands-on science activities in his/her classroom.
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