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首页> 外文学位 >Investigating the relationships between seventh and eighth grade science teachers' background, self-efficacy toward teaching science as inquiry, and attitudes and beliefs on classroom control.
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Investigating the relationships between seventh and eighth grade science teachers' background, self-efficacy toward teaching science as inquiry, and attitudes and beliefs on classroom control.

机译：调查七年级和八年级理科老师的背景，对作为询问的科学教学的自我效能感以及对课堂控制的态度和信念之间的关系。

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An important component of science reform is the teaching of science as inquiry. Many barriers toward teaching science as inquiry have been documented but the list is incomplete. This study utilized a non-experimental correlational design to examine middle school science teachers' background and the relationships this has with teacher efficacy toward teaching science as inquiry and teachers' attitudes and beliefs on classroom control. Because science inquiry activities involve greater classroom control skills by the instructor as opposed to teacher-centered instruction, the relationship between teacher efficacy toward teaching science as inquiry and teachers' attitudes and beliefs on classroom control were important features in framing the research questions for this study.;Packets containing a teacher background survey, the Teaching Science as Inquiry (TSI) instrument and the Attitudes and Beliefs on Classroom Control -- Revised (ABCC-R) instrument were mailed to 303 science teachers representing all schools in Montana that offer 7th and 8th grade science. There were 132 completed and returned packets for a response rate of 43.6%. Thirteen teacher background independent variables were used for between group comparisons and regression analyses with the TSI and instruction management (IM) and people management (PM) subscales of the ABCC-R which served as dependent variables. A Pearson product moment correlational analysis was conducted to examine the relationship between TSI scores and the scores of the two subscales of the ABCC-R instrument.;The statistically significant findings resulting from the inferential statistical analyses indicated that teachers with master's degrees, teachers with science majors, teachers with inquiry professional development experience, and teachers with experience working with a scientist or in a research environment scored significantly higher on the TSI instrument than teachers with bachelor's degrees, teachers without a science major, teachers with no inquiry professional development experience, and teachers who had no research experience, respectively. Teachers with science research experience who had less than five hours of preparation per week were found to be significantly less controlling than teachers without science research experience who had more than five hours of preparation time per week. No statistical significance was found with regards to teachers' self-efficacy towards teaching science as inquiry and their attitudes and beliefs on classroom control. A statistically significant positive correlation between the IM and PM scores was observed.
机译：科学改革的重要组成部分是将科学作为探究性教学。已经记录了许多将科学作为探究进行教学的障碍，但清单并不完整。这项研究采用了一种非实验性的相关设计来​​检验中学理科教师的背景及其与教师在教学科学（作为探究）的有效性以及教师对课堂控制的态度和信念方面的关系。由于科学探究活动涉及的是教师更多的课堂控制技能，而不是以教师为中心的教学，因此教师对科学进行探究的教学效能与教师对课堂控制的态度和信念之间的关系是构成本研究研究问题的重要特征。;包含教师背景调查，教学科学作为探究（TSI）仪器和《课堂控制的态度和信念-修订本》（ABCC-R）的数据包已邮寄给代表蒙大拿州所有学校的303位理科教师，这些学校提供第七和八年级科学。有132个完整和返回的数据包，响应率为43.6％。十三位教师背景独立变量用于ABCC-R的TSI和指令管理（IM）和人员管理（PM）子量表的组比较和回归分析之间，作为因变量。进行了Pearson乘积矩相关分析，以检验TSI分数与ABCC-R仪器的两个子量表的分数之间的关系。;推论统计分析得出的统计显着性结果表明，具有硕士学位的教师，具有科学知识的教师在TSI仪器上，专业，具有探究专业发展经验的教师以及具有与科学家合作或在研究环境中工作经验的教师的得分明显高于具有学士学位的教师，没有理科专业的教师，没有询问专业发展经验的教师，以及没有研究经验的老师。与没有科学研究经验的老师每周准备时间超过五个小时相比，具有科学研究经验的老师每周准备时间少于五个小时的教师的控制力明显降低。关于教师对作为询问的科学教学的自我效能以及他们对课堂控制的态度和信念，没有统计学意义。观察到IM和PM评分之间的统计学显着正相关。

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