Perceptions of the learning environment, attitudes towards science, and understandings of the nature of science among prospective elementary teachers in an innovative science course

• Main Author: Martin-Dunlop, Catherine S.
• Format: Thesis
• Language: English
• Published: Curtin University 2004
• Subjects: My Class Inventory (MCI); Learning Environment Inventory (LEI); Science Laboratory Environment Inventory (SLEI); Classroom Environment Scale (CES); Antarctic; Antarc*
• Online Access: https://hdl.handle.net/20.500.11937/2232

The major purpose of this study was to evaluate the impact of a science course for prospective elementary teachers on their perceptions of the learning environment, attitudes towards science, and understandings of the nature of science. The sample consisted of 525 female students enrolled in 27 classes of A Process Approach to Science (SCED 401) at a large urban university in Southern California. Also comparisons were made between SCED 401 and the students' previous laboratory course with regard to the learning environment and attitudes. Perceptions of the learning environment were measured using scales from the Science Laboratory Environment Inventory (Open-Endedness and Material Environment) and the What Is Happening In this Class? (Student Cohesiveness, Instructor Support, Cooperation, Investigation). Attitudes towards science were assessed using the Enjoyment of Science Lessons scale from the Test of Science-Related Attitudes (TOSRA). Students completed the Nature of Scientific Knowledge Survey (NSKS) based on their entire science education experience-not just the one laboratory class which they had taken previously. Comparisons were then made with their understandings after having completed SCED 401. Finally, associations between the learning environment and the student outcomes of attitudes and understandings of the nature of science were explored. This study embraced the current trend in classroom learning environments research of combining quantitative and qualitative methods. Qualitative components included items from the open-ended questionnaire, Views of Nature of Science, interviews with students, and an analysis of concept maps. The qualitative findings expanded and complemented the quantitative results and, in several cases, supported the construct validity of scales assessing the learning environment and attitudes.Another purpose of this study was to investigate the effects of using real research data for growth rates of four species of Antarctic seabirds (i.e., implementing an 'intervention') in ...