好奇的人有积极的态度吗？职前小学教师的科学教育
Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers
摘要：
由于其对学生的认知和非认知结果的潜在影响，许多小学教师对科学的消极态度是一个需要解决的关键问题。本研究的重点是职前小学教师的科学教育，目的是改善他们的态度之前，他们开始他们的专业生活作为课堂教师。具体来说，本研究建立在一个小的研究机构，以检查是否接触到探究为基础的科学内容课程，积极参与学生的学习和发现的协作过程中，可以促进积极的变化，对科学的态度在几个不同的方面。为了研究这个问题，调查和行政数据收集了超过200名学生参加了动手科学（HoS）计划在得克萨斯大学奥斯汀分校的职前教师，以及200多名学生在一个比较组参加传统的讲座式的类。定量分析表明，参加HOS课程后，职前教师显着增加了他们的分数尺度测量的信心，享受，焦虑和相关性的看法，而那些在对照组经历了下降的有利态度，科学。这些模式为探究式教学的态度效益提供了实证支持，并对各级教育学生未来的学习机会产生了影响。
英文摘要：
Owing 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 toward 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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