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This study, part of ongoing research to establish the construct validity of a science attitude assessment instrument, evaluated the instrument with 72 elementary school science teachers. The measure, Assessment of Attitude Toward Science and Science Teaching, contains 27 statements to which the respondent expresses degrees of agreement. This particular investigation examined use of the instrument to reveal whether the teacher-respondent was constructivist in approach to science and science teaching. Factor analysis determined that four factors accounted for 50 percent of the variance. These were: (1) understanding science; (2) constructivist approach to teaching and learning about science; (3) attitudes towards teaching science; and (4) positive attitudes towards science. Agreement with statements loading on the first and fourth factors were interpreted as identifying a more traditional science teacher, while disagreement with these statements suggested a more constructivist approach. Agreement with statements loading on the second and third factors indicated a more constructivist bent, while disagreement indicated a more traditional approach to science. Appendices include the instrument and the statistical analyses. (DB)

Descriptors: Attitude Measures, Constructivism (Learning), Elementary Education, Elitism, Factor Analysis, Questionnaires, Science Instruction, Science Teachers, Scientific Literacy, Statistical Analysis, Teacher Attitudes, Test Validity

Autor: Corley, Edward L.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8006&id=ED413841

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