Skip to main content
Disciplines
Automotive Business IT + Informatics Construction + Real Estate Electrical Engineering + Electronics Energy + Sustainability Insurance + Risk Finance + Banking Management + Leadership Marketing + Sales Mechanical Engineering + Materials
Events
DE
EN
Books
Journals
Topic Page
Marketing
Start single access now
Access for companies
EXTENDED SEARCH
Log in
Top
Journal of Science Education and Technology
Published in: Journal of Science Education and Technology 2/2018

18-09-2017

Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses

Authors: Lynnette Michaluk, Rachel Stoiko, Gay Stewart, John Stewart

Published in: Journal of Science Education and Technology | Issue 2/2018

Log in

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Abstract

Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study (N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses (N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.
next article Exploring the Use of Electroencephalography to Gather Objective Evidence of Cognitive Processing During Problem Solving

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

inform now
Literature
van Aalderen-Smeets, S. I., Walma van der Molen, J. H., & Asma, L. J. (2012). Primary teachers’ attitudes toward science: a new theoretical framework. Sci Educ, 96(1), 158–182.CrossRef
Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors mediating the development of pre-service elementary teachers’ views of nature of science. Sci Educ, 88(5), 785–810.CrossRef
Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: a critical review of the literature. Int J Sci Educ, 22(7), 665–701.CrossRef
Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: making the unnatural natural. Sci Educ, 82(4), 417–436.CrossRef
Abell, S. K., & Smith, D. C. (1994). What is science? Pre-service elementary teachers’ conceptions of the nature of science. Int J Sci Educ, 16(4), 475–487.CrossRef
Adams, W. K., Perkins, K. K., Podolefsky, N. S., Dubson, M., Finkelstein, N. D., & Wieman, C. E. (2006). New instrument for measuring student beliefs about physics and learning physics: the Colorado learning attitudes about science survey. Phys Rev Spec Top-PH, 2(1), 010101. https://​doi.​org/​10.​1103/​PhysRevSTPER.​2.​010101.
Akerson, V. L., & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: results of a 3-year professional development program. J Res Sci Teach, 44(5), 653–680.CrossRef
Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. J Res Sci Teach, 37(4), 295–317.CrossRef
Akerson, V. L., Morrison, J. A., & McDuffie, A. R. (2006). One course is not enough: pre-service elementary teachers’ retention of improved views of nature of science. J Res Sci Teach, 43(2), 194–213.CrossRef
Akindehin, N. F. (1988). Effect of an instructional package on pre-service science teachers’ understanding of the nature of science and acquisition of science-related attitudes. Sci Educ, 72(1), 73–82.CrossRef
Allum, N., Sturgis, P., Tabourazi, D., & Brunton-Smith, I. (2008). Science knowledge and attitudes across cultures: a meta-analysis. Public Underst Sci, 17(1), 35–54.CrossRef
American Association for the Advancement of Science. (1989). Project 2061: Science for all Americans. DC: Washington.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
American Association for the Advancement of Science. (2001). Atlas of science literacy. Washington, DC: AAAS.
Atwood, R. K., & Atwood, V. A. (1997). Effects of instruction on pre-service elementary teachers’ conceptions of the causes of night and day and the seasons. J Sci Teach Educ, 8(1), 1–13.CrossRef
Bell, R. L., Lederman, N. G., & Abd-El-Khalick, F. (2000). Developing and acting upon one’s conception of science: a follow-up study. J Res Sci Teach, 37(6), 563–581.CrossRef
Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: a new reform in science and technology education. J Res Sci Teach, 43(4), 349–352.CrossRef
Clough, M. P. (2007). Teaching the nature of science to secondary and post-secondary students: questions rather than tenets. The Pantaneto Forum, 25, 31–40.
Clough, M. P. (2011a). Teaching and assessing the nature of science: how to effectively incorporate the nature of science in your classroom. Sci Teach, 78(6), 56–60.
Clough, M. P., & Olson, J. K. (2004). But what was the treatment? An explicit analysis of a NoS course used as a treatment in NoS research. In Paper presented at the National Association for Research in Science Teaching (NARST) international conference. Vancouver, British Columbia: Canada.
Cohen, J. (1969). Statistical power analysis for the behavioural sciences. New York: Academic Press.
Cohen, J. (1990). Things I have learned (so far). Am Psychol, 45(12), 1304–1312.CrossRef
DeJarnette, N. (2012). America’s children: providing early exposure to STEM (science, technology, engineering and math) initiatives. Education, 133(1), 77–84.
Edwords, F. (1986). Scientific literacy. Humanist, 46, 15–17.
Gauchat, G. W. (2008). A test of three theories of anti-science attitudes. Sociol Focus, 41(4), 337–357.CrossRef
Gauchat, G. W. (2011). The cultural authority of science: public trust and acceptance of organized science. Public Underst Sci, 20(6), 751–770.CrossRef
Gigerenzer, G. (2004). Mindless statistics. J Socio-Econ, 33(5), 587–606.CrossRef
Goldberg, F., Robinson, S., & Otero, V. (2006). Physics for elementary teachers. Armonk, NY: It’s About Time Publishing.
Goldberg, F., Kruse, R., Robinson, S., Otero, V., & Thomson, N. (2007). Physical science and everyday thinking. Armonk, NY: It’s About Time Publishing.
Gonyea, R. M. (2005). Self-reported data in institutional research: review and recommendations. New Directions for Institutional Research, 127, 73–89.CrossRef
Green, T. (1971). The activities of teaching. New York: McGraw-Hill.
Haladyna, T., & Shaughnessy, J. (1982). Attitudes toward science: a quantitative synthesis. Sci Educ, 66(4), 547–563.CrossRef
Handal, B. (2003). Teachers’ mathematical beliefs: a review. Math Educ, 13(2), 47–57.
Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of concepts of science: impact on confidence and teaching. Int J Sci Educ, 19(1), 93–105.CrossRef
Harlow, D. B. (2007). From learning science to teaching science: What transfers? (Doctoral dissertation, University of Colorado at boulder).
Herman, B. C., Clough, M. P., & Olson, J. K. (2013). Teachers’ nature of science implementation practices 2–5 years after having completed an intensive science education program. Sci Educ, 97(2), 271–309. https://​doi.​org/​10.​1002/​sce.​21048.
Herzog, S., & Bowman, N. A. (Eds.). (2011). Validity and limitations of college student self-report data. San Francisco, CA: Jossey-Bass.
Hurd, P. D. (1970). Scientific enlightenment for an age of science. Sci Teach, 37, 13–16.
Irez, S. (2006). Are we prepared? An assessment of pre-service science teacher educators’ beliefs about nature of science. Sci Educ, 90(6), 1113–1143.CrossRef
Kazempour, M. (2014). I can’t teach science! A case study of an elementary pre-service teacher's intersection of science experiences, beliefs, attitude, and self-efficacy. International Journal of Environmental and Science Education, 9(1), 77–96.
Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: essential research for lasting reform. J Res Sci Teach, 38(6), 631–645.CrossRef
Kimball, M. E. (1968). Understanding the nature of science: a comparison of scientists and science teachers. J Res Sci Teach, 2(1), 3–6.
Koballa, T. R., & Crawley, F. E. (1985). The influence of attitude on science teaching and learning. Sch Sci Math, 85(3), 222–232.CrossRef
Kost-Smith, L. E., Pollock, S. J., & Finkelstein, N. D. (2010). Gender disparities in second-semester college physics: the incremental effects of a “smog of bias”. Phys Rev Spec Top-PH, 6(2), 020112.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: a review of the research. J Res Sci Teach, 29(4), 331–359.CrossRef
Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship. J Res Sci Teach, 36(8), 916–929.CrossRef
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learners’ conceptions of nature of science. J Res Sci Teach, 39(6), 497–521.CrossRef
Lindsey, B. A., Hsu, L., Sadaghiani, H., Taylor, J. W., & Cummings, K. (2012). Positive attitudinal shifts with the physics by inquiry curriculum across multiple implementations. Phys Rev Spec Top-PH, 8(1), 010102.
McComas, W. F., & Olson, J. K. (1998). The nature of science in international standards documents. In W. F. McComas (Ed.), The nature of science in science education: rationales and strategies. Dordrecht: Kluwer.
McComas, W. F., Clough, M. P., & Almozroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 3–39). Dordrecht: Kluwer Academic Publishers.
McComas, W. F., Lee, C. K., & Sweeney, S. (2009). The comprehensiveness and completeness of nature of science content in the U.S. state science standards. Paper presented at the National Association for Research in Science Teaching (NARST) International Conference, Garden Grove, CA.
McGinnis, J., & Parker, C. (1999). Teacher candidates’ attitudes and beliefs of subject matter and pedagogy measured throughout their reform-based mathematics and science teacher preparation program. Paper presented at the National Association for Research in Science Teaching (NARST) International Conference, Boston, MA. Retrieved from ERIC database. (ED 429830).
McGinnis, J. R., Shama, G., Graeber, A., & Watanabe, T. (1997). Development of an instrument to measure teacher candidates’ attitudes and beliefs about the nature of and the teaching of mathematics and sciences. Paper presented at the National Association for Research in Science Teaching (NARST) International Conference, Oak Brook, Illinois. Retrieved from ERIC database. (ED 406201.)
McGinnis, J., Kramer, S., & Watanabe, T. (1998). Longitudinal assessment of teacher candidates’ attitudes and beliefs in a reform-based mathematics and science teacher preparation program. Paper presented at the National Association for Research in Science Teaching (NARST) International Conference, San Diego, CA. (ERIC Reproduction Number 421348).
McGinnis, J. R., Kramer, S., Shama, G., Graeber, A. O., Parker, C. A., & Watanabe, T. (2002). Undergraduates’ attitudes and beliefs about subject matter and pedagogy measured periodically in a reform-based mathematics and science teacher preparation program. J Res Sci Teach, 39(8), 713–737. https://​doi.​org/​10.​1002/​tea.​10042.CrossRef
McKeon, R. P. (1994). On knowing: the natural sciences. D. B. Owen & Z. McKeon (Eds.): Chicago: University of Chicago Press.
Miller, J. D. (2004). Public understanding of, and attitudes toward, scientific research: what we know and what we need to know. Public Underst Sci, 13(3), 273–294.CrossRef
Mitchell, S. D. (2009). Unsimple truths: science, complexity, and policy. Chicago: University of Chicago Press.CrossRef
Mulholland, J., & Wallace, J. (1996). Breaking the cycle: preparing elementary teachers to teach science. J Elem Sci Educ, 8, 17–38.CrossRef
Murcia, K., & Schibeci, R. (1999). Primary student teachers’ conceptions of the nature of science. Int J Sci Educ, 21(11), 1123–1140.CrossRef
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: inquiry-based STEM professional development for elementary teachers. J Educ Res, 106(2), 157–168.CrossRef
National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press. National Research Council. (2007). Taking science to school: learning and teaching science in grades K–8.Washington, DC: National Academy Press.
National Research Council. (2011). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Olson, S., & Loucks-Horsley, S. (Eds.). (2000). Inquiry and the national science education standards: a guide for teaching and learning. Washington, DC: National Academy Press.
Palmer, D. H. (2002). Factors contributing to attitude exchange amongst pre-service elementary teachers. Sci Educ, 86(1), 122–138.CrossRef
Pollock, S. J. (2006). Transferring transformations: learning gains, student attitudes, and the impacts of multiple instructors in large lecture courses. In P. Heron, L. McCullough, & J. Marx (Eds.), AIP Conference Proceedings (vol. 818, no. 1, pp. 141–144). College Park: American Institute of Physics.
Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductory physics. Am J Phys, 66(3), 212–224.CrossRef
Rice, D. C. (2005). I didn’t know oxygen could boil! What pre-service and in-service elementary teachers’ answers to ‘simple’ science questions reveal about their subject matter knowledge. Int J Sci Educ, 27(9), 1059–1082.CrossRef
Rice, D. C., & Kaya, S. (2012). Exploring relations among pre-service elementary teachers’ ideas about evolution, understanding of relevant science concepts, and college science coursework. Res Sci Educ, 42(2), 165–179.CrossRef
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed.). New York: Macmillan.
Richardson, J. T. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educ Res Rev-Neth, 6(2), 135–147.
Riegle-Crumb, C., Morton, K., Moore, C., Chimonidou, A., Labrake, C., & Kopp, S. (2015). Do inquiring minds have positive attitudes? The science education of pre-service elementary teachers. Sci Educ, 99, 819–836.CrossRef
Ross, M., & Otero, V. (2013). Challenging traditional assumptions of secondary science through the PET curriculum. In P. V. Engelhardt, A. D. Churukian, & N. S. Rebello (Eds.), AIP Conference Proceedings (Vol. 1513, no. 1, pp. 350–353). College Park, MD: American Institute of Physics.
Rutherford, F. J., & Ahlgren, A. (1989). Science for all Americans. New York: Oxford University Press.
Sadler, P. M., & Tai, R. H. (2001). Success in introductory college physics: the role of high school preparation. Sci Educ, 85(2), 111–136.CrossRef
Schoenfeld, A. H. (1989). Explorations of students’ mathematical beliefs and behavior. Journal of Research in Math Education, 20(40), 338–355.CrossRef
Schoon, K. J. (1995). Origin and extent of alternate conceptions in the earth and space sciences: a survey of pre-service elementary teachers. J Elem Sci Educ, 7(2), 27–46.CrossRef
Schwartz, R. S., & Lederman, N. G. (2002). “It's the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science. J Res Sci Teach, 39(3), 205-236.
Shrigley, R. L. (1974). The attitude of pre-service elementary teachers toward science. Sch Sci Math, 74(3), 243–250.CrossRef
Simpson, R. D., Koballa Jr., T. R., Oliver, J. S., & Crawley III, F. E. (1994). Research on the affective dimension of science learning. In D. White (Ed.), Handbook of research on science teaching and learning (pp. 211–235). New York: Macmillan Publishing Company.
Smith, G. (2015). The impact of a professional development programme on primary teachers’ classroom practice and pupils’ attitudes to science. Res Sci Educ, 45(2), 215–239.CrossRef
Smith, M. U., Lederman, N. G., Bell, R. L., McComas, W. F., & Clough, M. P. (1997). How great is the disagreement about the Nature of Science: a response to Alters. J Res Sci Teach, 34(10), 1101–1103.CrossRef
Swift, T. M., & Watkins, S. E. (2004). An engineering primer for outreach to K-4 education. Journal of STEM Education: Innovations and Research, 5(3/4), 67–76.
Tekkaya, C., Cakiroglu, J., & Ozkan, O. (2004). Turkish pre-service science teachers’ understanding of science and their confidence in teaching it. J Educ Teach, 30(1), 57–68.CrossRef
Thompson, A. G. (1992). Teachers’ beliefs and conceptions: a synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan.
Tosun, T. (2000). The beliefs of pre-service elementary teachers toward science and science teaching. Sch Sci Math, 100(7), 374–379.CrossRef
Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2002). Pre-service elementary teachers’ conceptions of moon phases before and after instruction. J Res Sci Teach, 39(7), 633–658.CrossRef
Turney, J. (1996). Public understanding of science. Lancet, 347(9008), 1087–1090.CrossRef
Ucar, S., & Sanalan, V. A. (2011). How has reform in science teacher education programs changed preservice teachers’ views about science? J Sci Educ Technol, 20(1), 87–94.CrossRef
Metadata
Title
Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses
Authors
Lynnette Michaluk
Rachel Stoiko
Gay Stewart
John Stewart
Publication date
18-09-2017
Publisher
Springer Netherlands
Published in
Journal of Science Education and Technology / Issue 2/2018
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI
https://doi.org/10.1007/s10956-017-9711-3

Other articles of this Issue 2/2018

Journal of Science Education and Technology 2/2018 Go to the issue

OriginalPaper

EvoBuild: A Quickstart Toolkit for Programming Agent-Based Models of Evolutionary Processes

OriginalPaper

Exploring the Use of Electroencephalography to Gather Objective Evidence of Cognitive Processing During Problem Solving

OriginalPaper

Mentoring and Argumentation in a Game-Infused Science Curriculum

OriginalPaper

Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students’ Science Learning

OriginalPaper

Impact of Adding Internet Technology on Student Performance and Perception of Autonomy in Fundamentals of Electronics Course

OriginalPaper

Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning

Premium Partners

    Image Credits