Cognitive level and attitudes toward science in prospective elementary school teachers : effects of instruction in physical science

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Francis Xavier Nolan (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Ernest W. Lee

Abstract: The primary purpose of this study was to examine the relationship of a college course in physical science and the cognitive level of the participants. Effects on attitude, and attitude's related subcategories, were also investigated. Finally, possible relations between cognitive level and science attitudes were analyzed. The subjects were 62 prospective elementary school teachers at the University of North Carolina at Greensboro. Thirty-one of these students participated in a first-level physical science course at the university. This composed the experimental group. Data were analyzed by t-Ratio, the Product-Moment Correlation Coefficient and the Analysis of Covariance. The significance level was set at the .05 critical value for a two-tailed test. The experimental treatment was the one-semester course in physical science. Dependent variables were cognitive level and attitude toward science. Attitude was measured by a Semantic Differential scale. Subscales measured evaluation, potency and activity. A written instrument, the Longeot Test, was incorporated to measure cognitive level.

Additional Information

Language: English
Date: 1979
Cognition $x Testing
Science $x Study and teaching
Science $x Attitudes

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