An implementation study: An analysis of elementary students' and teachers' attitudes toward science in process‐approach vs. traditional science classes

Abstract

Abstract In 1983, the Richardson Independent School District conducted an internal audit to assess the status of science education. The audit was in anticipation of Texas Administrative Code Chapter 75 which requires an inquiry‐oriented, process‐approach to the teaching of science. In response to the data, and to national reports advocating a broadening of the science education curriculum to address the needs of all students, the district established a committee to implement and evaluate their new K‐6 SCIENCE THROUGH DISCOVERY curriculum. The Science Curriculum Improvement Study (SCIIS) was adopted as the focal component of the overall curriculum with subsequent, planned innovations to occur in accordance with the Concerns‐Based Adoption Model. The purpose of this study was to assess the attitudes toward science of students who had completed one year of SCIIS compared to students in non‐SCIIS classes. In addition, the attitudes of teachers who received inservice education and who had instructed SCIIS were compared to non‐SCIIS teachers. While SCIIS and non‐SCIIS teachers possess similar perceptions of science, drastic attitudinal differences were observed between SCIIS and non‐SCIIS students. The results indicate that the nature of the curriculum, in conjunction with the necessary implementation support including inservice education, greatly enhances students perceptions of science.

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