Search results for: Eastwood Jennifer
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Bridging the Gap Between Preservice Early Childhood Teachers’ Cultural Values, Perceptions of Values Held by Scientists, and the Relationships of These Values to Conceptions of Nature of Science
This study examined preservice teachers’ views of their own cultural values, the cultural values they believed scientists hold, and the relationships of these views to their conceptions of nature of science (NOS). The authors found that from the beginning to the end of the semester, preservice teachers perceived fewer differences between their own cultural values and those they perceived scientists held, though they did not change their own cultural values.
Updated: Apr. 22, 2013
The Relationship Between Preservice Early Childhood Teachers’ Cultural Values and their Perceptions of Scientists’ Cultural Values
The current article describes research that compares preservice early childhood teachers’ cultural values and the values they believe are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz , 1992) preservice early childhood teachers cultural values were assessed, followed by an assessment of the values they believed were held by scientists. Paired T-tests indicated significant differences between preservice early childhood teachers’ cultural values from those they believed scientists held on the domains of power, achievement, stimulation, benevolence, conformity, and security.
Updated: Sep. 19, 2010