Changes in Preservice Teacher Attitudes Toward Astronomy Within a Semester-Long Astronomy Instruction and Four-Year-Long Teacher Training Programme

Details Changes in Preservice Teacher Attitudes Toward Astronomy Within a Semester-Long Astronomy Instruction and Four-Year-Long Teacher Training Programme Changes in Preservice Teacher Attitudes Toward Astronomy Within a Semester-Long Astronomy Instruction and Four-Year-Long Teacher Training Programme

Feb 2011

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2011jsedt..20...65u&link_type=abstract

Journal of Science Education and Technology, Volume 20, Issue 1, pp.65-73

Astronomy and Astrophysics

Astronomy

Astronomy, Attitude, Teacher Education, Moon Phases, Science Courses

Scientific paper

Teachers' attitudes toward science, especially toward astronomy, are considered to be an important aspect of teaching and learning astronomy in school. Research findings to date remain inconclusive as to whether attitudes toward science change with the science courses taken or with increasing achievement. Therefore, preservice teacher attitudes were investigated in two contexts: the first examined how a semester-long moon phase instruction course changed preservice teacher attitudes toward astronomy, and the second considered how preservice teacher attitudes toward astronomy may change over the course of a four-year science teacher training programme. A total of 638 preservice elementary teachers participated in the study. The results indicated that a semester-long training course does not change attitudes, but the four-year programme does significantly change participant attitudes toward astronomy. Astronomy courses should be spread over the four-year programme using modules with few credit hours instead of one course with a large number of credit hours.

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