...attitude measured the Revised Science Attitude Scale instrument that was administered at the beginning and the end of the semester. When the researchers looked at specific subscales within the instrument, one of the four subscales did not show statistically significant change in attitude. The course is required for all elementary preservice teachers.

Introduction

Student and teacher attitudes continue to be of interest to science education researchers for many reasons. Teacher attitudes have an influence on student attitudes toward science and, therefore, the science education community should pay greater attention to factors that positively impact teacher attitudes. Despite widespread calls for improved scientific literacy, science instruction in the elementary school continues to be a low priority (Appleton & Kindt, 2002; Ross & Mason, 2001). Science education research has consistently demonstrated a link between teacher beliefs and instruction (Hubbard & Abell, 2005). Haney, Czerniak, and Lumpe (1996) found that teachers' beliefs toward standards-based science instruction contributed significantly to behavioral intention. Beck, Czerniak, and Lumpe (2000) demonstrated the impact of teachers' beliefs on their intentions to implement constructivist science teaching strategies. A study showing a link between beliefs and practice includes a case study done by Smith (2003). More evidence for this concern about teacher attitudes toward science and science teaching comes from the identification of factors that influence the type and amount of science instruction in classrooms (Smith & Gess-Newsome, 2004). Factors, both internal and external have been identified as directly linked to teacher attitudes (Hone, 1970). Koballa and Crawley (1985) identified attitude itself as an obstacle to effectively teaching science. Based on past and current research, the importance of cultivating student and teacher attitudes remains vital to the basic framework of science curricula and pedagogy. Haney et al. (1996) suggest that preservice teacher education programs may be the best time for students to gain experiences that develop favorable beliefs about the nature of science teaching.

National reform documents have called for changes in elementary science teaching that in turn require subsequent changes in the preparation of science teachers (NRC, 1996). One suggested change calls for science courses that combine content and methods (NRC, 1996; Prestt, 1982; Yager & Penick, 1990). Other recommended changes include experience with a variety of teaching experiences (Lunetta, 1975; Sunal, 1980) along with an emphasis on improving science teachers' attitudes regarding science teaching (Cox & Carpenter, 1989). Richardson (1996) claimed that beliefs must be a focus for preservice instruction because teachers' incoming beliefs strongly influence what and how they learn. Brown and Borko (1992) emphasize the importance of teacher preparation programs when stating their belief that teachers teach as they are taught.

Tosun (2000) found that preservice teachers bring their negative attitudes toward science into their teacher preparation program. Without reform, these beliefs can only be enforced by a traditional undergraduate science course in which students may spend as many as 100 hours in what Stuart and Thurlow (2000) call an apprenticeship of observation. These traditional courses tend to reinforce insecurities held by preservice teachers (Stevens & Wenner, 1996, Watters & Ginns, 2000). Research has also found that "the typical experience in college science courses has not fostered meaningful learning in science nor the development of favorable attitudes toward science or science teaching among entering elementary education students" (Briscoe, Peters, & O'Brien, 1993, p. 3). Research by Morrell and Carroll (2003) reported that the nine credits of traditional science courses their students completed resulted in no significant positive change of students' attitudes toward science teaching.

Changes are being made in science teacher preparation programs including changes in the sequence of courses, the amount of time and emphasis spent on various components of programs, and the courses themselves. Primarily, course changes can be grouped as changes in science methods courses, changes in field experience courses, and changes in science content courses. The impact of these three areas on teacher content understanding, attitude, and teacher practice has been examined (Butts, Koballa, and Elliott, 1997, Eiriksson, 1997; Spector & Strong, 2001; Stuart & Thurlow, 2000). Science teachers have reported that field or school experiences are the most beneficial segments of teacher education programs (Guyton & McIntyre, 1990). When teachers leave the university to learn the work of real teaching, however, they bring along "cognitive baggage," specific ideas of what teaching and learning should be based on their own educational experiences learning science (Dana, 1991). This would suggest a need to look much more closely at what the science learning experiences are like and the impact of these experiences on teacher knowledge, attitudes, and efficacy.

Three basic types of science experiences appear to be currently available to preservice elementary teachers: (1) science courses designed for science majors, (2) general education science courses, and (3) science courses specifically developed for elementary education majors. This final group seems to be the smallest group, but it appears to be increasing in number (McLaughlin & Dana, 1999) with the realization that elementary teachers respond better to learning science content when it is set within a context of teaching and learning. No clear pattern emerges as to the specific...

NOTE: All illustrations and photos have been removed from this article.



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