Pre-Service Teachers’ Attitudes Toward Teaching Science and Their Science Learning at Indonesia Open University

<p>The purpose of this study was to determine the effect of teaching methods on student learning outcomes IPA. Determine the effect on students' attitudes toward science teaching science student learning outcomes. Knowing the interaction effect of learning methods and attitudes of students in science lessons together to learn science student outcomes. The study was conducted with the experimental method. The population is affordable Junior High School eighth grader Mangunreja District of Tasikmalaya in 2013 as many as 320 students. Large sample of 68 students, with the sampling technique used is multi-stage sampling. The research instrument used is the science achievement <br />test multiple choice with as many as 25 a matter which option has tested its validity with reliability coefficient = 0.89; and student attitude questionnaire on teaching science as much as 32 grains which have tested the validity of the reliability coefficient = 0.93. The results of hypothesis testing is concluded as follows: (1) The results of students taught science learning with learning methods based learning resorce significantly higher than those taught with conventional teaching methods. (2) Students who have a positive attitude to teaching science has science learning outcomes are higher than the students who had a negative attitude to science lessons. (3) There is an interaction effect between teaching methods and student attitudes toward teaching science in science learning outcomes. (4) There is the influence of the learning method on a group of students who have a positive attitude toward teaching science in science learning outcomes. (5) There is no effect on group learning methods of students who have a negative attitude toward teaching science in science learning outcomes. (6) There is the influence of the Resource Based Learning teaching methods to students who have a positive attitude and a negative result on science lessons to learn science. (7) There is no effect of conventional learning methods of students who have positive and negative attitudes toward teaching science in science learning outcomes. </p>

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Effects of introducing practical applications on the preservice elementary teachers' attitudes toward teaching science

Journal of Research in Science Teaching ◽

10.1002/tea.3660160507 ◽

1979 ◽

Vol 16 (5) ◽

pp. 413-417 ◽

Cited By ~ 9

Author(s):

Thomas R. Koballa ◽

Charles R. Coble

Keyword(s):

Elementary Teachers ◽

Teaching Science ◽

Preservice Elementary Teachers ◽

Practical Applications ◽

Attitudes Toward Teaching ◽

Teachers Attitudes

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Predictors of Teachers’ Attitudes Toward Teaching Students With Attention-Deficit/Hyperactivity Disorder in General Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0203 ◽

2021 ◽

pp. 1-7

Author(s):

Chunxiao Li ◽

Justin A. Haegele ◽

Ho Lun Au ◽

Kevin Wai Keung Kam

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Physical Education ◽

Attention Deficit ◽

Self Esteem ◽

Hyperactivity Disorder ◽

Interpersonal Mindfulness ◽

Attitudes Toward Teaching ◽

Teachers Attitudes ◽

General Physical ◽

General Physical Education

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers’ attitudes.

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