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Teaching hands‐on science activities: Variables that moderate attitude‐behavior consistency
Author(s) -
Koballa Thomas R.
Publication year - 1986
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660230603
Subject(s) - predictability , psychology , theory of reasoned action , consistency (knowledge bases) , science education , action (physics) , mathematics education , theory of planned behavior , social psychology , control (management) , mathematics , statistics , physics , geometry , management , quantum mechanics , economics
The relationship between prospective elementary teachers' attitudes, subjective norms, and intentions to teach science using hands‐on activities at least twice a week during their first year of employment was investigated. The findings suggest that measuring prospective teachers' attitudes toward science cannot adequately predict nor provide a satisfactory explanation of their science teaching behaviors. The findings also provide clear support for two hypotheses derived from Fishbein and Ajzen's theory of reasoned action regarding the predictability of prospective teachers' intentions to teach science from their attitudes and subjective norms.