Contributors to the decision of elementary education majors to choose science as an academic concentration / by Jacquelyn J. Moore.
| Author/creator | Moore, Jacquelyn J. author. |
| Other author | Watson, Scott B., degree supervisor. |
| Other author | East Carolina University. Department of Science Education. |
| Format | Theses and dissertations |
| Production | 1994. |
| Description | 62 leaves : forms ; 28 cm |
| Supplemental Content | Access via ScholarShip |
| Subjects |
| Summary | The purposes of this study were: (1) to determine the factors that influence the decision of elementary education majors to concentrate or not concentrate in science, and (2) to determine the relationship between science locus of control orientation and age, cumulative grade point average, and number of college science courses completed for the 69 elementary education majors involved in this study. Causal-comparative and correlational research methodologies were implemented for this study. All subjects were administered Haury's (1984) Locus of Control in Science scale to quantify science locus of control orientation. Information was also gathered on age, cumulative grade point average, and number of science courses completed. Additionally, extensive information concerning the past science experiences of the subjects was gathered using a questionnaire developed specifically for this study. Results of this study related to the first purpose indicated no significant differences between elementary education majors concentrating in science and those not concentrating in science for science locus of control orientation, cumulative grade point average, or age. Results related to the second purpose indicated no significant relationships between science locus of control orientation and the following: age, cumulative grade point average, or number of science courses completed for the elementary education majors involved in the study. Information gathered through the use of the questionnaire revealed many differences between the science concentration and non-science concentration groups. Some of the most meaningful results are as follows: The science concentration group reported more favorable experiences from kindergarten through college: their teachers were more knowledgeable and comfortable teaching science, and provided visuals and activities to help explain concepts; and they received more encouragement in science. Both groups attributed their degree of comfort with science to teacher characteristics, teaching methods, personal characteristics, and the nature of science. |
| General note | Submitted to the faculty of the Department of Science Education. |
| General note | Advisor: Scott B. Watson |
| Dissertation note | M.A. East Carolina University 1994 |
| Bibliography note | Includes bibliographical references (leaves 54-56). |
| Genre/form | Academic theses. |
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