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Science experiences and attitudes of elementary education majors as they experience Biology 295: A multiple case study
Abstract
In response to national reform movements an introductory biology content science course specifically designed for elementary education majors has been developed and implemented for three years in a collaborative manner between the School of Biological Sciences and the Teachers College. Preliminary and ongoing quantitative survey analysis of teacher attitudes towards science showed statistical significance in all sections taught and analyzed over the past three years. Statistically significant differences were also found on the National Association of Biology Teachers (NABT) Content Biology Exam and also the STEBI B self efficacy belief instrument (Enochs & Riggs, 1990). This study is an in-depth qualitative multiple case study using cross case analysis to explore the reasons of the attitude and confidence shift and to generate a substantive theory based upon the findings. Qualitative findings were equally if not more impressive than the quantitative findings. Evidence collected and analyzed came from journal entries, pre and post interviews, video tape, informal conversations, classroom assignments, and teaching assignments. The data clearly show themes similar in each case. Cross case analyses show a personal progression in learning content biology with a concurrent philosophical development. This cross case comparison leads to a substantive theory of how preservice teachers experience learning in this alternative content science course. The substantive theory clearly labeled hurdles which each of the participants experienced and overcame with participation in the course. The hurdles identified in the theory begin with: (a) hesitations and reservations at the onset of the course, (b) awareness level in which science is recognized as something other than a traditional textbook/lecture approach to learning, (c) enjoyment which leads to an intrinsic motivation to the learning of science, (d) large gains in self confidence and self efficacy, and (e) plateaus with empowerment to the teaching and learning of science in the elementary classroom. The success of this course has led further to development of other inter-college collaborations and development of new courses. Chemistry 195 (Chemistry for elementary/middle level educations majors) is now in its third semester and is offered through the chemistry department. It is also currently being taught jointly by Teachers College and department of Chemistry faculty. Physics 297 (Physics for elementary/middle level educations majors) is now coming to the close of its first semester. This has also been designed and taught in collaboration of Physics and Teachers College faculty. A final course in Earth sciences is currently under design in the same collaborative fashion as the other courses and will be offered exclusively to elementary and middle level education majors in the summer of 1996.
Subject Area
Science education|Teacher education|Elementary education
Recommended Citation
Crowther, David T, "Science experiences and attitudes of elementary education majors as they experience Biology 295: A multiple case study" (1996). ETD collection for University of Nebraska-Lincoln. AAI9637065.
https://digitalcommons.unl.edu/dissertations/AAI9637065