Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

Abstract

This study examined differences among three elementary school science preservice teacher preparation course sequences with respect to three variables: understanding of the nature of science; attitudes toward science; and attitudes toward science teaching. Also, this study sought to ascertain whether correlations were present among these variables within each of the three course sequences: (1) Science-Process-Content/Methods-Field Sequence; (2) Science Process-Methods Sequence; and (3) Methods Sequence. Significant differences were found among the groups of preservice teachers in the three course sequences in terms of an understanding of the nature of science. Teachers completing the Science Process-Methods Sequence and Methods Sequence groups possessed a significantly greater understanding of the nature of science than teachers in the Science Process-Content/Methods-Field Sequence group. No significant differences were found among the three groups with respect to either attitudes toward science or attitudes toward science teaching. No significant correlations were found between understanding the nature of science and attitudes toward science or between attitudes toward science teaching within each of the two groups. Significant correlations were found between attitudes toward science and attitudes toward science teaching for all three groups. Suggestions for future research and implications for science content/process integration and preservice teacher preparation programs have also been discussed.