Studies on anxiety about teaching science in preservice elementary teachers

Abstract

Abstract During a sequence of science content courses designed for elementary teachers, anxiety about teaching science as measured by the State‐Trait Anxiety Inventory was reduced. Each study: 1977–; 1978, 1978–; 1979, 1979–; 1980, and 1980–; 1981, was a separate descriptive study. The overall patterns were similar in all four years. Initial anxiety about teaching science was high and changed in a positive direction in all studies. Variations from year to year were attributed to staffing arrangements, grading practices and course sequences. Both the X and Y forms of the STAI were used. There appears to be a high degree of relationship between them, but the Y form was preferable because it is more reflective of anxiety than depression and has better psychometric properties.

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