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• W346343731 abstract "This paper presents a study investigating K-8 preservice teachers' attitudes towards science in a technology-based science content course. The study was conducted in a learning environment in which hands-on science, educational technology, collaboration, and constructivism were promoted. Results suggest that using technology in classroom teaching for something other than recordkeeping or word processing encourages preservice teachers to be more informed and enthusiastic, and thus students show more self-confidence. (YDS) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement E CATIONAL RESOURCES INFORMATION CENTER (ERIC) 's document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. A Study of Changes in Attitude Towards Science in a Technology Based K-8 Preservice Preparation Science Classroom Rena Faye Norby, Ph.D. Assistant Professor, College of Education Black Hills State University Spearfish, SD 57799 RenaFayeNorby@bhsu.edu A Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching New Orleans, LA April 9, 2002 2 BEST COPY AVAILAbLZ A Study of Changes in Attitude Towards Science in a Technology Based K-8 Preservice Preparation Science Classroom Purpose of the Study The purpose of this study was to identify and analyze changes in attitudes towards science in a technology based science content course for K-8 pre-service teachers at Black Hills State University. Given a science classroom where Internet research, hands-on science activities, cooperative group work and a constructivist learning environment is promoted, it is essential to describe how students' attitudes towards science change before and after taking a technology integrated class, for purposes of predicting the effectiveness of integrating technology into a content driven class. Since teachers are being required to integrate much more technology than ever before into their teaching this research helps rationalize that requirement while fulfilling content objectives. At the same time, science educators want to maintain a positive advance towards having more students become more literate in science. A positive attitude towards different components of education in science can facilitate both in depth and broad scale learning in science. Theoretical Underpinnings Attitudes associated with science are reported to be affecting student participation in science as a subject' and impacting performance in science.2 An international assessment of nine-and-thirteenyear-old students in twenty countries (IAEP, 1992) revealed that positive attitudes toward science influence student performance. Positive student attitudes toward science were related to higher science performance by the majority of 13-year-old students in 15 countries.3 The other focus of this study was to examine the relationship of technology integration to an effective and motivating science classroom. The integration of technology is becoming a large addition to classroom teachers' daily pedagogical requirements. National and State Standards for AAAS, 1989; Koballa, Crawley, & Shrigley, 1990. 2 IAEP, 1992; Weiss, 1987; Linn, 1992. 3 IAEP, 1992." @default.
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• W346343731 title "A Study of Changes in Attitude towards Science in a Technology Based K-8 Preservice Preparation Science Classroom." @default.
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