The influences of sequenced instructional strategy and locus of control on preservice elementary teachers' understanding of the nature of science

Abstract

AbstractThe intent of this study was to investigate the influence of both locus of control as well as three instructional strategies, which differed in their respective emphases on science content, teaching methods, and process science, to foster an understanding of the nature of science. Data were collected from 135 elementary preservice teachers enrolled in science teaching methods courses at the endpoint of three sequences: (a) introductory process instruction with three subsequent semesters of integrated science content and teaching methods, (b) process instruction with separate subsequent content and teaching methods, and (c) only science content with subsequent teaching methods. Statistical procedures included ANOVA, regression, and correlation. Results revealed that the nature of science was most predictable for a separate process/content/teaching methods strategy. Major conclusions were (1) logical thinking ability was the most influential predictor of understanding the nature of science and (2) separate rather than integrated experiences in content and teaching methods were superior in developing an understanding of the nature of science. Implications for preservice elementary teacher preparation are discussed.