Publication: The impact of the standard-based science teacher preparation program on pre-service science teachers' attitudes toward science teaching
Accepted Date
2011
Issued Date
2011-03
Resource Type
Language
eng
ISSN
1304-6020
Rights
Mahidol University
Bibliographic Citation
Journal of Turkish Science Education. Vol.8, No. 1 (2011), 61-78
Suggested Citation
Khajornsak Buaraphan, ขจรศักดิ์ บัวระพันธ์ The impact of the standard-based science teacher preparation program on pre-service science teachers' attitudes toward science teaching. Journal of Turkish Science Education. Vol.8, No. 1 (2011), 61-78. Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/8713
Research Projects
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Title
The impact of the standard-based science teacher preparation program on pre-service science teachers' attitudes toward science teaching
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Other Contributor(s)
Abstract
Teachers' attitudes toward science teaching influence science teaching and learning. Promoting
positive attitudes toward science teaching in pre-service science teachers appears as an important task
for science teacher educators. This study aims (a) to explore 113 pre-service science teachers'
attitudes toward science teaching at the beginning of the first semester in a standard-based science
teacher preparation program, which had initiated in a university located in the middle region of
Thailand, and (b) to track attitude changes of 30 volunteered participants after one semester of
participation. The results revealed that,
in overall, the participants had positive attitudes toward
science teaching both at the beginning and the end of the semester. The participants with different
genders significantly had different attitudes toward science teaching both at the beginning and
the end
of the semester, whereas the class level and study major variables did not significantly yield such
differences. After one semester of participation in the standard-based program, the participants did not
significantly enhance their attitudes toward science teaching. They, however, expressed additional
negative attitudes regarding their inability to teach science adequately. The implications regarding
how to promote positive attitudes toward science teaching in the context of science education are
drawn from the results.
Sponsorship
The Grant no. MRG5080358 from the Thailand Research
Fund and the Commission on Higher Education, Thailand