Locus of control: A discriminator of the ability to foster an understanding of the nature of science among preservice elementary teachers

Scharmann, Lawrence C.

doi:10.1002/sce.3730720405

Cited by 22 publications

(8 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…No conclusive evidence can be discussed with respect to either logical thinking or locus of control on the basis of the present study. However, both of these factors have been previously reported as influential with respect to the development of an understanding of the nature of science, with specific reference to preservice elementary teacher (Scharmann, 1988;Scharmann, 1986;Helseth, 1984).…”

Section: Discussionmentioning

confidence: 99%

“…The implementation of these crucial elements within instructional approaches, has not been altogether successful in producing an acceptable understanding of the nature of science among preservice elementary teachers (Duschl, 1988; Scharmann, Harty, & Holland, 1986;Duschl, 1983a). Other science educators, however, have suggested that developmental and/or personal factors such as logical thinking skills (Lawson & Snitgen, 1982;Lawson, 1982;Tobin & Capie, 1980) and locus of control (Sherris & Kahle, 1984;Horak & Slobodzian, 1980) should be considered in concert with early field experiences, appropriate science content, and science process skills instruction to foster an enhanced understanding of the nature of science (Scharmann, 1988).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Secondly, the investigator examined the effects of locus of control orientation, suggested in the research literature as an influential determinant on an understanding of the nature of science (Scharmann, 1988;Cohen, 1982;Horak & Slobodzian, 1980). The specificity of this variable with regard to science concerns the documentation of "externals" as possessing an intolerance for ambiguity (Feather, 1967), informationprocessing difficulty (Phares, 1968), low science achievement (Brooks & Hounshell, 1975), and low logical thinking ability (Scharmann, 1988). Since many studies (Shems & Kahle, 1984;Helseth, 1984;Horak & Slobodzian, 1980) have reported preservice elementary teachers to possess an "external" orientation, it potentially can be inferred they would exhibit tendencies conducive neither to the development of an extensive understanding of the nature of science nor logical thinking ability (Scharmann, 1988;Duschl, 1983aDuschl, , 1983b.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Developmental influences of science process skill instruction

Scharmann

1989

J Res Sci Teach

Self Cite

View full text Add to dashboard Cite

Science educators have claimed that well-conceived instructional strategies and curricular sequences, emphasizing the process aspects of science, will foster an understanding of the nature of science. Furthermore, a process emphasis on science has been cited for its ability to promote logical thinking skill, develop a locus of control "shift," and enhance science content acquisition. The intent of this investigation was to examine the purported influence and developmental nature of a science process emphasis during a given semester of study, as well as over extended cumcular sequences, each sequence being representative of three recognized preservice elementary science teacher preparatory programs. Data were collected from 135 elementary preservice teachers enrolled in science teaching methods courses at the endpoint of one 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. Another 29 preservice teachers, assessed prior to entry into instructional sequences, provided a cross-sectional sample for examining developmental changes in locus of control, logical thinking, nature of science, and science content knowledge. Statistical procedures included Kruskal-Wallis ANOVA and Wilcoxon tests. Results indicated that a one-semester process skills course was influential in developing a basis for science content acquisition and in fostering an understanding of the nature of science. Results further indicate that expected additional gains are significant in science content acquisition through matriculation in an extended curricular sequence. Implications for science educators are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Developmental influences of science process skill instruction

Scharmann

1989

J Res Sci Teach

Self Cite

View full text Add to dashboard Cite

show abstract

“…Although improving the science knowledge of preservice teachers must be an integral part of any effort to improve science teaching (Dykstra, 1987;Scharman, 1988), simply increasing undergraduate science requirements alone cannot insure the quality of science understanding needed to master science pedagogy (Cronin, Charron, & Espinet, 1987). Rather, in the pursuit of science teaching skills, elementary preservice teachers must have a comprehensive mastery of core concepts in one or more science areas that can be utilized as a knowledge base through which they gain teaching skills (Linn, 1987).…”

mentioning

confidence: 99%

Using videodisk instruction in an elementary science methods course: Remediating science knowledge deficiencies and facilitating science teaching attitudes

Vitale

Romance

1992

J Res Sci Teach

View full text Add to dashboard Cite

Inadequate science knowledge of preservice teachers enrolled in science methods courses not only limits their mastery of effective teaching practices, but also may foster negative attitudes toward science teaching. This study investigated the influence of science knowledge upon attitudes toward science teaching in a one-semester elementary science methods course by embedding a videodisk-based instructional component to remediate knowledge deficiencies. Preservice teachers in the experimental group first learned core concepts in physical and earth science through a series of 24 interactive videodisk lessons and then used the concepts as a foundation for preparing and presenting model science lessons. Results showed that the experimental group overcame their initial knowledge deficiencies by mastering the core concepts presented (mean proportion correct on mastery test = 0.91), with multivariate covariance analysis confirming that the experimentals gain in science knowledge was significantly greater than comparable controls in the parallel science methods sections. Additionally, as a result of mastering the core concepts underlying earth science, preservice teachers using the videodisk instruction also displayed significantly greater confidence in their understanding of science knowledge and more positive attitudes toward science teaching at the elementary levels. Implications for improving elementary science teaching through preservice and in-service training are discussed.Science educators have targeted preservice elementary teachers' lack of science knowledge as a major limiting factor both in the implementation of strong science teacher education programs and in the effective teaching of science in elementary

show abstract