Zjišťování postojů učitelů na primárním stupni vzdělávání k přírodovědným tématům: adaptace původní verze dotazníku DAS do českých podmínek

Martin Rusek; Iva Bílková Metelková; Vlastimil Chytrý; Vojtěch Žák

doi:10.14712/18047106.1406

Vol. 10 No. 2 (2019): SciED Research Reports

Investigation of Primary School Teachers’ Attitudes towards Science Topics: Adaptation of the Original Version of DAS Questionnaire to Czech Environment

Martin Rusek , Iva Bílková Metelková , Vlastimil Chytrý , Vojtěch Žák

DOI: https://doi.org/10.14712/18047106.1406

pdf (Czech)

How to Cite

Rusek, M., Bílková Metelková, I., Chytrý, V., & Žák, V. (2020). Investigation of Primary School Teachers’ Attitudes towards Science Topics: Adaptation of the Original Version of DAS Questionnaire to Czech Environment. Scientia in Educatione, 10(2), 44-61. https://doi.org/10.14712/18047106.1406

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Abstract

Late exposition to science topics in enducation is considered one of the reasons of contemporary students’ negatve attitudes toward science and later their interest in future profession in science. Improvement of this state is closely connected to primary school teachers’ preparedness to teach science topics in a way they iniciate development of pupils’ positive attitudes. A substantial role play attitudes of the teachers themselves, as they can serve as indicators of a need of change in this field. The goal of this paper is to introduce a Czech version of the DAS (Dimensions of Attitude toward Science) scale which was designed to investigate primary school attitudes towards science topics and their teaching. The scale contains 28 items separated into seven subscales. The data gathered using this tool provide overall information about a respondent’s attitude, at the same time, enable to creat an “attitude profile” (high potential, promissing, indifferent, unwilling). Based on this information, it is possible to choose ways of individual teacher’s support. The original version of the research tool was first translated, piloted and further used in a research. Based on the results of the statistical analysis (Crombacg alpha = .704 for the whole scale), it is possible to consider the Czech version of the scale sufficiently reliable and applicable in further research, moreover with respect to the high reliability of particular subscales of the research instrument.

References

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[1] Baruch, Y. K., Spektor-Levy, O. & Mashal, N. (2016). Pre-schoolers' verbal and behavioral responses as indicators of attitudes and scientisic curiosity. International Journal of Science and Mathematics Education, 14(1), 125-148. Search in Google Scholar

[2] Bílek, M. (2008). Zájem žáků o přírodní vědy jako předmět výzkumných studií a problémy aplikace jejich výsledků v pedagogické praxi. Acta Didactica (2). Search in Google Scholar

[3] Brislin, R. W. (1986). Back-translation for cross-cultural research. Journal of Cross-cultural Psychology, 1(3), 185–216. Search in Google Scholar

[4] Bruce, B. C., Bruce, S., Conrad, R. L. & Huang, H.-J. (1997). University science students as curriculum planners, teachers, and role models in elementary school classrooms. Journal of Research in Science Teaching. Search in Google Scholar

[5] Cavas, B. (2015). Research Trends in Science Education International: A Content Analysis for The Last Five Years. Science Education International, 25(4), 573–588. Search in Google Scholar

[6] Connelly, L. M. (2008). Pilot studies. Medsurg Nursing, 17(6), 411–413. Search in Google Scholar

[7] Čáp, J. & Mareš, J. (2001). Psychologie pro učitele. Praha: Portál. Search in Google Scholar

[8] Důvody nezájmu žáků o přírodovědné a technické obory. (2010). Praha: MŠMT. Search in Google Scholar

[9] Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School science and mathematics, 90(8), 694–706. Search in Google Scholar

[10] ERT. (2009). Mathematics, Science and Technology Education Report: The Case for a European Coordinating Body. Brussels: ERT. Search in Google Scholar

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[15] Gustafson, B., Guilbert, S. & MacDonald, D. (2002). Beginning elementary science teachers: Developing professional knowledge during a limited mentoring experience. Research in Science Education, 32(3), 281–302. Search in Google Scholar

[16] Höfer, G. & Svoboda, E. (2005). Některé výsledky celostátního výzkumu: Vztah žáků ZŠ a SŠ k výuce obecně a zvláště pak k výuce fyziky. In K. Rauner (Ed.), Moderní trendy v přípravě učitelů fyziky 2 (s. 52–70): Západočeská univerzita v Plzni. Search in Google Scholar

[17] Chytrý, V. & Kroufek, R. (2017). Možnosti využití Likertovy škály – základní principy aplikace v pedagogickém výzkumu a demonstrace na příkladu zjišťování vztahu člověka k přírodě. Scientia in educatione, 8(1), 2–17. Search in Google Scholar

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[23] Lumpe, A. T., Haney, J. J. & Czerniak, C. M. (2000). Assessing teachers’ beliefs about their science teaching context. Journal of Research in Science Teaching, 37(3), 275–292. Search in Google Scholar

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[43] Rusek, M., Stárková, D., Chytrý, V. & Bílek, M. (2017). Adoption of ICT Innovations by Secondary School Teachers and Pre-service Teachers within Education. Journal of Baltic Science Education, 16(4), 510–523. Search in Google Scholar

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[45] Sekaran, U. (1992). Research methods for business: A skill building approach. New York: John Willey & Sons, Inc. Search in Google Scholar

[46] Shoukri, M. M. & Edge, V. L. (1996). Statistical methods for health sciences. Michigan, USA: CRC Press. Search in Google Scholar

[47] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Search in Google Scholar

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[49] Spektor-Levy, O., Baruch, Y. K. & Mevarech, Z. (2013). Science and Scientific Curiosity in Pre-school - The teacher's point of view. International Journal of Science Education, 35(13), 2226–2253. Search in Google Scholar

[50] Stuckey, M., Hofstein, A., Mamlok-Naaman, R. & Eilks, I. (2013). The meaning of 'relevance' in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1–34. Search in Google Scholar

[51] Swindell, R., Jamieson-Proctor, R., Richmond, J., & Parkinson, P. (2003).Reimagining primary science education at Griffith University. In B. Bartlett, F. Bryer, & D. Roebuck (Eds.), Reimagining Practice: Researching Change: Volume 3 (pp. 84-96). Nathan, Qld: Griffith University, School of Cognition, Language and Special Education. Search in Google Scholar

[52] Škoda, J. & Doulík, P. (2009). Vývoj paradigmat přírodovědného vzdělávání. Pedagogická orientace, 19(3), 24–44. Search in Google Scholar

[53] Švandová, K. & Kubiatko, M. (2012). Faktory ovlivňující postoje studentů gymnázií k vyučovacímu předmětu chemie. Scientia in educatione, 3(2), 65–78. Search in Google Scholar

[54] Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science, 312(5777), 1143-1144. Search in Google Scholar

[55] Thompson, C. L. & Shrigley, R. L. (1986). What research says. School Science and Mathematics, 86(4), 331–343. Search in Google Scholar

[56] Tomášek, V., Basl, J. & Janoušková, S. (2016). Mezinárodní šetření TIMSS 2015: Národní zpráva. Praha: Česká školní inspekce. Search in Google Scholar

[57] Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), 374–379. Search in Google Scholar

[58] Treece, E. W. & Treece, J. W. (1982). Elements of research in nursing. St. Louis, MO: Mosby. Search in Google Scholar

[59] Ünal, M. & Aral, N. (2014). An investigation on the effects of experiment based education program on six years olds' problem solving skills. Education and Science, 39(176), 279–291. Search in Google Scholar

[60] van Aalderen-Smeets, S., van der Molen, J. H. W. & Asma, L. J. F. (2012). Primary teachers' attitudes toward science: A new theoretical framework. Science Education, 96(1), 158–182. Search in Google Scholar

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