Students' Perceptions of Science Teaching and Attitudes toward Science Learning and Teachers' Self-Report of Using Children's Ideas, Applications of Science, and Use of Print Resources as Indicators of Interactive-Constructivist Teaching in Elementary Schools.

Authors

Larry Yore
James Shymansky
Laura Henriques
Brian Hand
John Dunkhase
JoAnne Lewis

Document Type

Article

Abstract

This paper describes a study that took place within the context of the Science: Parents, Activities, and Literature (Science PALs) project. Particularly, the study sought to determine answers to the following questions: (1) What are the internal consistencies and substantive, external, and structural validities of students' perceptions, teachers' self-reports, evaluations of videotaped classroom science teaching, and expert ratings? and (2) Can students' perceptions and attitudes and teachers' self-reports be used as acceptable surrogate measures for videotaped interactive constructivist science teaching? Findings suggest that instruments based on social constructivism do not completely and accurately document science teaching based on interactive-constructivist assumptions.

Publication Date

January 1998

Recommended Citation

Yore, Larry; Shymansky, James; Henriques, Laura; Hand, Brian; Dunkhase, John; and Lewis, JoAnne, "Students' Perceptions of Science Teaching and Attitudes toward Science Learning and Teachers' Self-Report of Using Children's Ideas, Applications of Science, and Use of Print Resources as Indicators of Interactive-Constructivist Teaching in Elementary Schools." (1998). Educator Preparation & Leadership Faculty Works. 17.
Available at: https://irl.umsl.edu/epir/17