Investigation of preservice elementary teachers' thinking about science
Investigation of preservice elementary teachers' thinking about science
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DOI：
10.1002/tea.10052
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发表时间：
2002-12-01
影响因子：
4.6
通讯作者：
Loving, CC
中科院分区：
文献类型：
--
作者：
Cobern, WW;Loving, CC
媒体对科学教育失败的报道并不少见，听到著名科学家公开哀叹反科学态度的兴起也并不罕见。鉴于小学教师在影响儿童方面的地位，他们中的反科学情绪将是一个重大问题。因此，本文报告了一项调查，在调查中，副小学教师对科学的思考调查工具。这一新开发的工具涉及科学与社会和文化的九个重要领域的广泛关系，旨在揭示与媒体、科普和科学教育文献中所描绘的普遍持有的科学世界观相一致或不一致的观点的程度。结果表明，小学教师在文化和科学的不同方面存在歧视，但他们并不反科学。(C)2002 Wiley Periodicals，Inc.
It is not uncommon to find media reports on the failures of science education, nor uncommon to hear prestigious scientists publicly lament the rise of antiscience attitudes. Given the position elementary teachers have in influencing children, antiscience sentiment among them would be a significant concern. Hence, this article reports on an investigation in which preservice elementary teachers responded to the Thinking about Science survey instrument. This newly developed instrument addresses the broad relationship of science to nine important areas of society and culture and is intended to reveal the extent of views being consistent with or disagreeing with a commonly held worldview of science portrayed in the media and in popular science and science education literature. Results indicate that elementary teachers discriminate with respect to different aspects of culture and science but they are not antiscience. (C) 2002 Wiley Periodicals, Inc.