The efficacy of the Dimensions of Attitudes toward Science (DAS) for explaining primary preservice teachers' intention to teach science
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Description
There is a need for robust, empirically-validated conceptualisations of teachers’ attitudes towards teaching science, with a view to understand how these might explain their intention to teach science. The Dimensions of Attitudes Toward Science (DAS) theoretical framework suggests that cognitive, affective and perceived control dimensions of teachers’ professional attitudes may be related to their behavioural intention to teach science. While the DAS framework has been employed in numerous studies investigating the attitudes of preservice and inservice teachers, its efficacy remains mostly unknown. The current study employed a cross-sectional survey research design to investigate the question, to what extent does the DAS theoretical framework explain primary preservice teachers’ intention to prioritise teaching science in their future practice? Early childhood and primary preservice teachers (n=250) at an Australian university completed the DAS instrument prior to completing a science curriculum unit. Structural equation modelling revealed inadequate/poor model fit across multiple indices. Perceived relevance of science education and enjoyment teaching science were statistically significant predictors of preservice teachers’ intention to prioritise teaching science, whereas other attitudinal constructs from the framework were not significant in this research. These findings warrant further attention to theories of behaviour and behaviour change in science education research.
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ID Code: | 236626 | ||||
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Item Type: | Contribution to Journal (Journal Article) | ||||
Refereed: | Yes | ||||
ORCID iD: |
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Measurements or Duration: | 16 pages | ||||
DOI: | 10.1080/09500693.2022.2154131 | ||||
ISSN: | 0950-0693 | ||||
Pure ID: | 118202738 | ||||
Divisions: | Current > Research Centres > Centre for Inclusive Education Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Teacher Education & Leadership |
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Copyright Owner: | 2022 Informa UK Limited, trading as Taylor & Francis Group | ||||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||
Deposited On: | 30 Nov 2022 05:07 | ||||
Last Modified: | 03 Apr 2024 23:39 |
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