Primary teachers' attitudes toward science: A new theoretical framework

Authors

  • Sandra I. van Aalderen-Smeets,

    Corresponding author
    1. Institute ELAN for Teacher Education, Science Communication & School Practices, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands
    • Institute ELAN for Teacher Education, Science Communication & School Practices, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands
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  • Juliette H. Walma van der Molen,

    Corresponding author
    1. Institute ELAN for Teacher Education, Science Communication & School Practices, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands
    • Institute ELAN for Teacher Education, Science Communication & School Practices, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands
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  • Lieke J. F. Asma

    1. Institute ELAN for Teacher Education, Science Communication & School Practices, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands
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Abstract

Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical background has led to the use of a multitude of different concepts and measurement instruments. The main goal of this article is to present a new and comprehensive theoretical framework for primary teachers' attitudes toward science. The framework is based on an extensive review of previously used concept definitions of the construct. It is argued that this framework should serve as a necessary conceptual basis for future research and interventions in this domain, as well as for the construction of valid measurement instruments. © 2011 Wiley Periodicals, Inc. Sci Ed96:158–182, 2012

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