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LEADER 04043cam 2200433Ii 4500

001 ocm03945767;

003 OCoLC;

005 20221026165717.0;

008 780602s1978 ncu b s000 0 eng d;

035 a| (Sirsi) o03945767;

035 a| (OCoLC)3945767;

049 a| EREE;

050 4 a| LB1585.3b| .K63x;

100 1 a| Koballa, Thomas R.,c| Jr.,e| author.=| ^A1007813;

245 12 a| A study of preservice elementary teacher attitude toward science as measured in the biology laboratory /c| by Thomas R. Koballa.;

264 0 c| 1978.;

300 a| 75 pages, 3 unnumbered leaves ;c| 28 cm;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

500 a| "A thesis presented to the faculty of the Department of Science Education ... in partial fulfillment of the requirements for the degree Master of Arts in Education.";

500 a| Advisor: Charles R. Coble;

520 3 a| The purpose of this study was to determine if the introduction of "professionally related activities" into the biology laboratory would significantly affect the student's attitude toward science and biological achievement. This study attempted to answer the following questions. 1. Are there any significant differences in the measurable attitudes between students exposed to "professionally related activities" and those not exposed to similar activities? 2. Are there any significant differences in the biological achievement levels between students exposed to "professionally related activities" and those not exposed to similar activities? 3. Are there any significant differences in the measurable attitudes between students taught by the study investigator and those taught by another laboratory instructor? The study group consisted of 41 students enrolled in Science 1261, Biological and Environmental Science Laboratory for Elementary Education Majors, during the fall semester of the 1977-78 academic year at East Carolina University. The general method and instruments employed in this study were: Students were pre-tested in August and post-tested in December using the Shrigley's Scale for Measuring Science Attitude of Preservice Elementary Teachers III and the Nelson Biology Test, Revised Edition. Three null hypotheses were tested in this study. Statistical analysis yielded the following results. 1. Utilizing analysis of covariance (with the students' pre- test scores as the covariate), no significant differences could be found in biology achievement for students in the treatment and non- treatment groups. 2. Utilizing analysis of covariance (with the students' pre- test scores as the covariate), a significant difference in attitude toward science was recorded at the .05 level between the treatment and non-treatment groups. 3.Using the 1>test, no significant differences in the measurable attitudes between students taught by the study investigator and those taught by another laboratory instructor were obtained.;

504 a| Includes bibliographical references (leaves 35-37, 76).;

650 0 a| Sciencex| Study and teaching.=| ^A21451;

650 7 a| Sciencex| Study and teaching.2| fast0| (OCoLC)fst01108387;

700 1 a| Coble, Charles R.,e| degree supervisor.=| ^A88027;

710 2 a| East Carolina University.b| Department of Science Education.?| UNAUTHORIZED;

856 41 z| Access via ScholarShipu| http://hdl.handle.net/10342/10467;

949 a| Click on web addressw| asish| joyner101;

949 a| Click on web addressw| asish| hsl111;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 144358;

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A study of preservice elementary teacher attitude toward science as measured in the biology laboratory / by Thomas R. Koballa.

Author/creator	Koballa, Thomas R. author.
Other author	Coble, Charles R., degree supervisor.
Other author	East Carolina University. Department of Science Education.
Format	Theses and dissertations
Production	1978.
Description	75 pages, 3 unnumbered leaves ; 28 cm
Supplemental Content	Access via ScholarShip
Subjects	Science--Study and teaching.

Summary	The purpose of this study was to determine if the introduction of "professionally related activities" into the biology laboratory would significantly affect the student's attitude toward science and biological achievement. This study attempted to answer the following questions. 1. Are there any significant differences in the measurable attitudes between students exposed to "professionally related activities" and those not exposed to similar activities? 2. Are there any significant differences in the biological achievement levels between students exposed to "professionally related activities" and those not exposed to similar activities? 3. Are there any significant differences in the measurable attitudes between students taught by the study investigator and those taught by another laboratory instructor? The study group consisted of 41 students enrolled in Science 1261, Biological and Environmental Science Laboratory for Elementary Education Majors, during the fall semester of the 1977-78 academic year at East Carolina University. The general method and instruments employed in this study were: Students were pre-tested in August and post-tested in December using the Shrigley's Scale for Measuring Science Attitude of Preservice Elementary Teachers III and the Nelson Biology Test, Revised Edition. Three null hypotheses were tested in this study. Statistical analysis yielded the following results. 1. Utilizing analysis of covariance (with the students' pre- test scores as the covariate), no significant differences could be found in biology achievement for students in the treatment and non- treatment groups. 2. Utilizing analysis of covariance (with the students' pre- test scores as the covariate), a significant difference in attitude toward science was recorded at the .05 level between the treatment and non-treatment groups. 3.Using the 1>test, no significant differences in the measurable attitudes between students taught by the study investigator and those taught by another laboratory instructor were obtained.
General note	"A thesis presented to the faculty of the Department of Science Education ... in partial fulfillment of the requirements for the degree Master of Arts in Education."
General note	Advisor: Charles R. Coble
Bibliography note	Includes bibliographical references (leaves 35-37, 76).

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