Abstract

The effect of a year-long in-service workshop on elementary teachers' attitudes toward science and science teaching was investigated. The twenty-six item Science Attitude Scale for In-Service Elementary Teacher II was administered to the 33 teachers (32 females and 1 male) as pre and post measures of attitude toward science and science teaching. All participants attended at least forty-one and a half hours of workshops and fieldtrips. The in-service teachers and university professors collaborated on the selection of workshop topics which correlated with the state science skills objectives. In addition to workshop and field trip participation, each in-service teacher was required to complete either a Unit Box or twenty experiments/activities. The year-long in-service workshop had a significant positive effect in reducing apprehension toward science and in increasing the participants' attitudes toward using science equipment, doing scientific laboratory work, and discussing science topics.

How to Cite:

Bitner, B. L., (1990) “Year-long In-Service Science Workshop: Changing Attitudes of Elementary Teachers Toward Science and Science Teaching”, Journal of Research in Rural Education 6(3), 1–8.

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