Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers

TL;DR

This study shows that inquiry-based science courses for pre-service elementary teachers significantly improve their attitudes towards science, unlike traditional lecture courses which tend to decrease positive attitudes.

Contribution

It provides empirical evidence that inquiry-based science education enhances positive attitudes towards science among future elementary teachers.

Findings

Inquiry courses increased confidence, enjoyment, and perceived relevance.

Traditional courses saw a decline in positive attitudes.

Empirical support for inquiry-based instruction benefits.

Abstract

Owing to their potential impact on students' cognitive and non-cognitive outcomes, the negative attitudes towards science held by many elementary teachers are a critical issue that needs to be addressed. This study focuses on the science education of pre-service elementary teachers with the goal of improving their attitudes before they begin their professional lives as classroom teachers. Specifically, this study builds on a small body of research to examine whether exposure to inquiry-based science content courses that actively involve students in the collaborative process of learning and discovery can promote a positive change in attitudes toward science across several different dimensions. To examine this issue, surveys and administrative data were collected from over 200 students enrolled in the Hands-on-Science (HoS) program for pre-service teachers at the University of Texas at Austin, as well as more than 200 students in a comparison group enrolled in traditional lecture-style classes. Quantitative analyses reveal that after participating in HoS courses, pre-service teachers significantly increased their scores on scales measuring confidence, enjoyment, anxiety, and perceptions of relevance, while those in the comparison group experienced a decline in favorable attitudes to science. These patterns offer empirical support for the attitudinal benefits of inquiry-based instruction and have implications for the future learning opportunities available to students at all education levels.