Attitudes, Beliefs, and Content Knowledge

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Attitudes, Beliefs, and Content Knowledge

• Edward A. Von IdersteinKathleen A.
  FalconerSUNY College at Buffalo

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Introduction

• Physics 507/Education 671
• Masters students-Elementary Education
• Reformed Teaching
• Nature of science
• Understanding scientific principles
• Constructing science understanding
• Pre-Post Intact group
• http//physicsed.buffalostate.edu/

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Tabulated Results
Table I Force Concept Inventory Scores (Maximum
score-30)
Table II Lawson Test Scores (Maximum score-24)
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Tabulated Results (contd)
Table III T-Test Analysis-MCTP
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Tabulated Results (contd)
Table IV-T-Test Analysis (STEBI)
Table V- T-Test Analysis (EBAPS)
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Results
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Results
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Results
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Results
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Results
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Conclusion

• Content Knowledge-Teacher participants learned
  significant mechanics content as shown by the
  FCI(ltggt0.33), but only scored 50 on the post
  exam. Significant improvements are possible.
• Participants did not have significant gains in
  Lawson scientific reasoning (ltggt0.04). These
  scores put the class at concrete operational or
  level three Piagetian reasoning.
• According to the MCTP results, beliefs about math
  and science and beliefs and attitudes about
  teaching math and science increased
  significantly. Whereas attitudes toward math and
  science and teaching math and science did not.
  This was possibly due to a ceiling effect.

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Conclusion (contd)

• As measured by the STEBI, there was a significant
  decrease in teaching efficacy. Participants
  belief in their ability to teach science went
  down. This is not inconsistent with their
  increased understanding of the structure of
  scientific knowledge.
• EBAPS results show a significant increase in
  structure, nature, and ability to learn science.
  The participants seem to struggle with real life
  applicability of science.