Primary teachers' attitudes toward science: A new theoretical framework

Aalderen-Smeets, Sandra van; Molen, J.H. Walma van der; Asma, Lieke Joske Franci

doi:10.1002/sce.20467

Cited by 192 publications

(173 citation statements)

References 74 publications

(358 reference statements)

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“…The method of analysis was qualitative and hermeneutic, using thematic analysis in line with how Braun and Clarke (2006) describe the method in six steps. We employ the framework of teachers' attitude (S. I. van Aalderen-Smeets et al 2012) in the thematic analysis, to answer the research question. The analysis thus included both deductive and inductive stages.…”

Section: Discussionmentioning

confidence: 99%

“…This study contributes to a development of the attitude framework (van Aalderen-Smeets et al 2012) in the sense that the sub-themes adapt the framework for technology education settings. The results indicate that perceived control is a part of attitude that is central among technology teachers and affects their teaching in technology education.…”

Section: Discussionmentioning

confidence: 99%

“…van Aalderen-Smeets et al (2012) present a theoretical framework for teachers' attitudes, based on a review of previous studies in science and technology education but developed for primary science teachers (van Aalderen-Smeets et al 2012). There is no similar framework for teachers' attitudes towards technology; therefore, this framework will be tried out in this study when we look at attitudes among technology teachers.…”

Section: Introductionmentioning

confidence: 99%

“…Breckler 1984). Attitudes are seen as antecedents of behavioural intention, and behavioural intention is seen as a predictor of behaviour in combination with certain circumstances (van Aalderen-Smeets et al 2012). However, perceived control is a component of the model, including self-efficacy and context dependency.…”

Section: Introductionmentioning

confidence: 99%

“…According to Bandura (1997) people's belief in their self-efficacy influences the amount of effort they put into an action and the direction of the actions they conduct. van Aalderen-Smeets et al (2012) describe selfefficacy as a part of the teacher's attitude towards science, and that it is concerned with individuals' beliefs about their capability of teaching science. In this study, self-efficacy is assumed to be a part of the teacher's attitude towards technology and technology teaching, and it is seen as the second element of the component perceived control.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Nordlöf

Hällström

Höst

2017

Int J Technol Des Educ

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Educational research on attitudes shows that both teaching and student learning are affected by the attitudes of the teacher. The aim of this study is to examine technology teachers' perceptions of and attitudes towards teaching technology in Swedish compulsory schools, focusing on teachers' perceived control. The following research question is posed: How do the teachers perceive self-efficacy and context dependency in teaching technology? Qualitative interviews were performed with 10 technology teachers in the compulsory school (ages 7-16), and the data was analysed using thematic analysis. Based on an attitude framework, three sub-themes of self-efficacy were found: experience, education and interest, subject knowledge, and preparation. Furthermore, four sub-themes of context dependency were found; collegial support, syllabus, resources and status. The results show that, according to the teachers in this study, self-efficacy mainly comes from experience, education and interest. Moreover, contextual factors can both limit and boost the teachers, but overall there are negative attitudes because of a lack of support and resources, which impedes the teaching. Teachers educated in technology education generally express more positive attitudes and thus seem to have advantages in relation to technology teaching, but still they sometimes express negative attitudes in the field of perceived control. Some implications of this study are that it is necessary to promote teacher education in technology and to reserve resources for technology education in schools, thereby supporting teachers in controlling contextual and internal factors that affect their teaching. This support to teachers is especially important if there is an intention for the subject to develop in new directions.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Nordlöf

Hällström

Höst

2017

Int J Technol Des Educ

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Analyzing the influence of principals' instructional leadership, teachers' attitudes toward change, and schools' collaborative learning cultures on educational reform in learning

Hu,

Duyar

2024

Future in Educational Research

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The purpose of this study was to examine the influence of principals' instructional leadership, teachers' attitudes toward change, teachers' attitudes toward school museums' instructional mission, and schools' collaborative learning culture on students' level of key competencies (e.g., cognitive, creative, and cooperative competencies). A special emphasis was given to the examination of whether the school contexts in the form of school museums have any significant influence on student learning. A random sample of 22 public schools with museums was selected from four cities in China (Shanghai, Shaoxing, Hangzhou, and Foshan). A total of 111 school teachers and 1171 students were included as participants. Multilevel confirmatory factor analysis and structural equation modeling were employed to analyze multisource survey data. Findings revealed that principals' instructional leadership positively influenced students' key competencies, which was mediated by teachers' attitudes toward school museums' instructional mission and schools' collaborative learning culture. Similarly, teachers' attitudes toward change positively predicted students' key competencies. The findings of the study suggest that school museums can be instrumental in improving student learning and, thus, may contribute to large‐scale learning policy changes that incorporate cognitive learning with noncognitive, social, and emotional aspects of learning.

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Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers

et al. 2015

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Due to their potential impact on students' cognitive and non-cognitive outcomes, the negative attitudes towards science held by many elementary teachers are a critical issue that needs to be addressed. This study focuses on the science education of pre-service elementary teachers with the goal of improving their attitudes before they begin their professional lives as classroom teachers. Specifically, this study builds on a small body of research to examine whether exposure to inquiry-based science content courses that actively involve students in the collaborative process of learning and discovery can promote a positive change in attitudes towards science across several different dimensions. To examine this issue, surveys and administrative data were collected from over 200 students enrolled in the Hands on Science (HoS) program for pre-service teachers at the University of Texas at Austin, as well as more than 200 students in a comparison group enrolled in traditional lecture-style classes. Quantitative analyses reveal that after participating in HoS courses, pre-service teachers significantly increased their scores on scales measuring confidence, enjoyment, anxiety, and perceptions of relevance, while those in the comparison group experienced a decline in favorable attitudes to science. These patterns offer empirical support for the attitudinal benefits of inquiry-based instruction and have implications for the future learning opportunities available to students at all education levels.

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Primary teachers' attitudes toward science: A new theoretical framework

Cited by 192 publications

References 74 publications

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Analyzing the influence of principals' instructional leadership, teachers' attitudes toward change, and schools' collaborative learning cultures on educational reform in learning

Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers

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