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Science Teacher Beliefs and Intentions Regarding the Use of Cooperative Learning
Author(s) -
Lumpe Andrew T.,
Haney Jodi J.,
Czerniak Charlene M.
Publication year - 1998
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1998.tb17405.x
Subject(s) - psychology , cooperative learning , mathematics education , salient , variance (accounting) , control (management) , norm (philosophy) , theory of planned behavior , sample (material) , science learning , social psychology , science education , teaching method , computer science , chemistry , accounting , chromatography , artificial intelligence , political science , law , business
The use of cooperative learning is a recurring theme in recommendations for science education, and numerous studies have documented its effectiveness in the classroom. However, teachers' beliefs about using cooperative learning may play an important role in its ultimate implementation. The primary purpose of this study was to examine the factors influencing K‐12 teachers' intentions to use cooperative learning in their science instruction. The Theory of Planned Behavior was used in this study to assess the potential influence of three belief‐based constructs: attitude, subjective norm, and perceived control. Salient beliefs about cooperative learning were first identified, scales were developed to measure the theory constructs, and a random sample of K‐12 teachers responded to the scales. Two constructs, attitude and perceived behavioral control, were found to be significant influences and accounted for 62% of the variance in the teachers' intent to use cooperative learning in their own science instruction. Specific suggestions for addressing beliefs about cooperative learning and professional development strategies are offered.