Article
Elementary school teachers' beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors
Journal of Research in Science Teaching
(1991)
Abstract
This article is a report of elementary school teachers' beliefs about and uses of text material in science. Survey results from 522 K‐8 teachers from 299 schools in the United States, Puerto Rico and the Virgin Islands were analyzed along three dimensions: teacher attitudes toward teaching of reading in science; teacher beliefs and understanding about models of reading, factors influencing science reading and reading skills; and teacher use of various teaching strategies. Results suggest that teachers do not see reading science as different from any other narrative material. And though most agreed to the importance of having students do activities to support and enhance the use of text material, responses suggest that covering topics is still a concern for most elementary teachers.
Disciplines
Publication Date
May, 1991
DOI
10.1002/tea.3660280507
Citation Information
James Shymansky, Larry D. Yore and Ronald G Good. "Elementary school teachers' beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors" Journal of Research in Science Teaching Vol. 28 Iss. 5 (1991) Available at: http://works.bepress.com/james-shymansky/55/