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Teacher Attitudes toward Science at the Early Childhood Level
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Teacher Attitudes toward Science at the Early Childhood Level
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Description
Identifier
Thesis
2019
Author
Visone, Kerry F., 1976-
Title
Teacher
Attitudes
toward
Science
at the
Early
Childhood
Level
Publisher
Central Connecticut State University
Date of Publication
2009
Resource Type
Master's Thesis
Abstract
The
purpose
of this
study
was to
evaluate
the
attitudes
of
early
childhood
educators
toward
teaching
science
,
while
also
examining
the
relationship
between
teacher
attitudes
toward
teaching
science
and how
much
science
is
taught
in
early
childhood
classrooms
.
It
also
explored
early
childhood
teacher
preparation
to
teach
science
and the
impact
of
state
mandated
standardized
testing
on the
amount
of
science
that
is
taught
to
young
children
.
Quantitative
and
qualitative
data
were
collected
from
three
groups
of
early
childhood
educators
by
utilizing
a
Likert-type
scaled
survey
and
oral
interviews
.
Spearman's
Rho
correlation
coefficient
was
used
to
evaluate
relationships
when
one
of the
variables
was
represented
with
ordinal
data
,
while
Pearson's
r
was
used
to
analyze
relationships
when
the
variables
contained
scale
data
.
Measures
of
central
tendency
were
used
to
analyze
quantitative
data
obtained
through
the
survey
, and
trends
were
established
for
qualitative
data
gathered
through
written
comments
on the
survey
and
through
interviews
. The
researcher
hypothesized
that this
study
would
reveal
a
direct
relationship
between
teacher
attitudes
toward
science
and the
amount
of
science
that
is
taught
at the
early
childhood
level
.
Overall
, the
findings
did
not
support
the
researcher's
hypothesis
. The
early
childhood
educators
involved
in this
study
stressed
the
importance
of
science
, and they
generally
agreed
that they
enjoy
and are
comfortable
with
teaching
science
,
regardless
of their
scientific
background
. The
findings
also
suggest
that
standardized
testing
has
little
to
no
impact
on the
amount
of
science
taught
at the
early
childhood
level
. These
results
imply
a
positive
trend
among
early
childhood
educators
'
attitudes
toward
teaching
science
,
although
the
amount
of
science
taught
at the
early
childhood
level
continues
to
remain
limited
.
Recommendations
include
reevaluating
the
amount
of
time
allotted
for
teaching
science
to
young
children
and
professional
development
to
improve
early
childhood
teacher
preparedness
to
teach
science
.
Subject
Teachers -- Attitudes
Science -- Study and teaching (Early childhood)
Science -- Attitudes
Department
Department of Teacher Education
Advisor
Howell, Maxine
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713735005
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