Predicting Scientific Understanding of Prospective Elementary Teachers: Role of Gender, Education Level, Courses in Science, and Attitudes Toward Science and Mathematics

David D. Kumar; John D. Morris

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Predicting Scientific Understanding of Prospective Elementary Teachers: Role of Gender, Education Level, Courses in Science, and Attitudes Toward Science and Mathematics

机译：预测未来的基础教师的科学理解：性别的角色，教育水平，科学课程以及对科学和数学的态度

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摘要

A multiple regression analysis of the relationship between prospective teachers' scientific understanding and Gender, Education Level (High School, College), Courses in Science (Biology, Chemistry, Physics, Earth Science, Astronomy, and Agriculture), Attitude Towards Science, and Attitude Towards Mathematics is reported. Undergraduate elementary science students (N = 176) in an urban doctoral-level university in the United States participated in this study. The results of this study showed Gender, completion of courses in High School Chemistry and Physics, College Chemistry and Physics, and Attitudes Toward Mathematics and Science significantly correlated with scientific understanding. Based on a regression model, Gender, and College Chemistry and Physics experiences added significant predictive accuracy to scientific understanding among prospective elementary teachers compared to the other variables.

机译：对未来教师的科学理解与性别，教育程度（高中，大学），理科课程（生物学，化学，物理，地球科学，天文学和农业），对科学的态度和态度之间的关系进行多元回归分析据报道迈向数学。美国城市博士学位水平大学的基础科学本科生（N = 176）参加了这项研究。这项研究的结果表明，性别，高中化学与物理，大学化学与物理课程的完成以及对数学和科学的态度与科学理解有着显着的关联。与其他变量相比，基于性别和性别的回归模型，性别，大学化学与物理的经验为准基础教师的科学理解增加了显着的预测准确性。

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《Journal of Science Education and Technology》 |2005年第4期|p.387-391|共5页
作者
David D. Kumar; John D. Morris;
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作者单位

College of Education, Florida Atlantic University, 2912 College Avenue, Davie, Florida 33314;

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正文语种 eng
中图分类自然科学总论;
关键词
scientific understanding; education level; science course; attitude; gender; teacher;

机译：科学理解;教育水平;科学课程;态度;性别;教师;

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Predicting Scientific Understanding of Prospective Elementary Teachers: Role of Gender, Education Level, Courses in Science, and Attitudes Toward Science and Mathematics

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