Date of Award
Fall 12-2008
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Center for Science and Math Education
School
Center for Science and Math Education
Committee Chair
Sherry Herron
Committee Chair Department
Center for Science and Math Education
Committee Member 2
Debbie Booth
Committee Member 3
Christopher Sirola
Committee Member 4
Joe Whitehead Jr.
Committee Member 5
James T. Johnson
Abstract
The present study was designed to examine the relationship between the dependent variables of K-5 elementary teachers' attitudes toward inquiry-based science, implementation of National Science Education Standards concerning inquiry-based science, and the number of inquiry-based lessons taught with the predictor variables of gender, school district teaching, ethnic group, educational level, experience, grade level teaching, and number of science courses taken. Four hundred thirty teachers of grades K through 5 from seven school districts in south Mississippi were surveyed using the Revised Science Attitude Scale (Bitner, 1994), Inquiry Beliefs and Practices survey (Jeanpierre, 2006), and a demographic questionnaire. A total of 814 teachers were invited to participate in the study. Multiple linear regression techniques were used to test the hypotheses of this study at a .05 level. Results indicate that number of courses taken is a predictor for all subscales of attitude toward inquiry-based science. Grade level teaching was a significant predictor for two subscales of attitude and gender along with school district were predictors for one subscale for attitude. Results also indicate that school district, ethnic group, and grade level teaching are significant predictors of the complex skills subscale for implementation of inquiry-based lessons. The predictors of gender, school district, and number of courses taken were found to be significant concerning the number of inquiry-based lessons taught. Positive correlations were found between the four subscales for attitude, the two subscales for inquiry beliefs and practices, and the number of inquiry-based lessons taught. Conclusions, implications, and recommendations for future research are included.
Copyright
2008, Thomas Franklin Sumrall
Recommended Citation
Sumrall, Thomas Franklin, "South Mississippi Public Elementary School Teachers' Implementation of and Attitudes Toward Inquiry-Based Science" (2008). Dissertations. 1167.
https://aquila.usm.edu/dissertations/1167
Included in
Educational Methods Commons, Elementary Education Commons, Science and Mathematics Education Commons