ISCS in review

A Case for the Elementary Science Specialist

“…Furthermore, attitudes not only influence how much and in what ways teachers teach science but also affect the attitudes and performance of their students (Ormerod & Duckworth, 1975; US General Accounting Office, 1984). As Stake and Easley (1978) (Howe & Stanback, 1985;Kyle, Bonnstetter, & Gadsden, 1988). Perhaps we should adopt a proactive stance recruit science attentive preservice teachers (Miller, Suchner, & Voelker, 1980) to receive extended training in elementary science teaching.…”

“…For essentially all of the science learned in school, the teacher is the enabler, the inspiration, and the constraint, (p. 19:2) So what can be done to change elementary teacher attitudes toward science? Inservice programs aimed at adopting new science curricula such as SCIIS and ISCS have typically failed at changing teacher attitudes toward science (Howe & Stanback, 1985;Kyle, Bonnstetter, & Gadsden, 1988). Perhaps we should adopt a proactive stance recruit science attentive preservice teachers (Miller, Suchner, & Voelker, 1980) to receive extended training in elementary science teaching.…”

The effect of a problem solving in‐service program on the classroom behaviors and attitudes of middle school science teachers

“…Teacher education in specific programs and instructional strategies has had some degree of success. In a review of the research concerning the Intermediate Science Curriculum Study (ISCS), Howe and Stanback (1985) indicated that in-service education in the program resulted in changes in teacher behaviors and classroom organization. Stronck and Koller (1981) reported that teachers involved in the Science Curriculum Improvement Study (SCIS) showed a significant change in teaching behavior as a result of participation in SCIS workshops.…”

“…Kyle, Bonnstetter, and Gadsden (1988) noted significant attitudinal changes in SCIIS versus non-SCIIS students, but little difference between teachers in the two groups. In their review of the ISCS research, Howe and Stanback (1985) reported "few reports of attempts to change teachers' attitudes toward science, and no evidence of successful attempts to bring about such a change" (p. 27). There is some evidence that positive science teacher attitudes can be developed among preservice (Piper & Moore, 1977;Sunal, 1982) and in-service teachers (Gabel & Rubba, 1979;Lawrenz, 1984).…”