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ED 433 178 SE 058 322
AUTHOR Talsma, Valerie L.TITLE Science Autobiographies: What Do They Tell Us about
Preservice Elementary Teachers' Attitudes towards Scienceand Science Teaching?
PUB DATE 1996-04-02NOTE 32p.; Paper presented at the Annual Meeting of the National
Association for Research in Science Teaching (St. Louis, MO,April 2, 1996).
PUB TYPE Reports Research (143) -- Speeches/Meeting Papers (150)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Autobiographies; Elementary Education; *Hands on Science;
Higher Education; *Preservice Teachers; Reflective Teaching;*Science Instruction; Scientific Principles; Self Concept;*Teacher Attitudes; *Teacher Background; TeacherCharacteristics; Teacher Student Relationship
ABSTRACTThis paper reports on a study that examined the effects of
formative experiences on the attitudes of preservice elementary teacherstowards science and science teaching. Students in the science sequence of anelementary teacher preparation program wrote autobiographical essays abouttheir experiences in science. These essays (n=56) were analyzed for patternsrelating to experiences in the elementary, middle school and high schoolyears, as well as non-formal and collegiate experiences. The influence ofother people and preservice elementary teachers' representations of scienceinstruction were also examined. The analysis shows the importance of hands-onexperiences and the importance of teachers' attitudes toward science acrossall grade levels in influencing positive attitudes towards science. Theanalysis also shows that negative attitudes towards science can be partiallyattributable to poor interactions with teachers and the content driven natureof school science. This study suggests that negative attitudes can beimproved by providing relevant hands-on and reflective experiences in sciencein a teacher preparation program. (Contains 32 references.) (Author/WRM)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
1
Science Autobiographies:What Do They Tell Us aboutPreservice Elementary Teachers'Attitudes towards Science and
Science Teaching?
byValerie Talsma
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SCIE
NC
E A
UT
OB
IOG
RA
PHIE
S:W
HA
T D
O T
HE
Y T
EL
L U
S A
BO
UT
PR
ESE
RV
ICE
EL
EM
EN
TA
RY
TE
AC
HE
RS'
AT
TIT
UD
ES
TO
WA
RD
SSC
IEN
CE
AN
D S
CIE
NC
E T
EA
CH
ING
?
Val
erie
L. T
alsm
aU
nive
rsity
of
Mic
higa
n
Abs
trac
t
Thi
s st
udy
exam
ined
the
effe
cts
of f
orm
ativ
e ex
peri
ence
s on
the
attit
udes
of
pres
ervi
ce e
lem
enta
ry te
ache
rs (
PET
s) to
war
ds s
cien
ce a
ndsc
ienc
e te
achi
ng. S
tude
nts
in th
e sc
ienc
e se
quen
ce o
f a
elem
enta
ryte
ache
r pr
epar
atio
n pr
ogra
m w
rote
aut
obio
grap
hica
l ess
ays
abou
t the
irex
peri
ence
s in
sci
ence
. The
se e
ssay
s (n
=56
) w
ere
anal
yzed
for
pat
tern
sre
latin
g to
exp
erie
nces
in th
e el
emen
tary
, mid
dle
scho
ol a
nd h
igh
scho
olye
ars
as w
ell a
s no
n-fo
rmal
and
col
legi
ate
expe
rien
ces.
The
infl
uenc
e of
othe
r pe
ople
and
PE
Ts
repr
esen
tatio
ns o
f sc
ienc
e in
stru
ctio
n w
ere
also
exam
ined
. The
ana
lysi
s sh
ows
the
impo
rtan
ce o
f ha
nds-
on e
xper
ienc
esan
d th
e im
port
ance
of
teac
her's
atti
tude
s to
war
ds s
cien
ce a
cros
s al
l gra
dele
vels
in in
flue
ncin
g po
sitiv
e at
titud
es to
war
ds s
cien
ce. T
he a
naly
sis
also
sho
ws
that
neg
ativ
e at
titud
es c
an b
e pa
rtia
lly a
ttrib
utab
le to
inte
ract
ions
with
teac
hers
and
the
cont
ent d
rive
n na
ture
of
scho
olsc
ienc
e. T
he f
indi
ngs
also
indi
cate
that
neg
ativ
e at
titud
es c
an b
eim
prov
ed b
y pr
ovid
ing
rele
vant
han
ds-o
n an
d re
flec
tive
expe
rien
ces
insc
ienc
e in
a te
ache
r pr
epar
atio
n pr
ogra
m.
Key
wor
ds;
Pres
ervi
ce te
ache
r ed
ucat
ion,
ele
men
tary
sch
ool t
each
ers,
teac
her
attit
udes
,sc
ienc
e ed
ucat
ion,
aut
obio
grap
hies
A p
aper
pre
sent
ed a
t NA
RST
Ann
ual M
eetin
gA
pril
2, 1
996
- St
. Lou
is, M
O
BE
STC
OPY
AV
AM
E
Intr
oduc
tion
A v
arie
ty o
f fa
ctor
s ap
pear
to in
flue
nce
the
teac
hing
of
scie
nce
in th
eel
emen
tary
sch
ool.
Seve
ral f
acto
rs w
hich
hav
e re
ceiv
ed a
ttent
ion
from
rese
arch
ers
are
the
effe
ctiv
enes
s of
var
ious
inst
ruct
iona
l str
ateg
ies,
the
cont
ent
and
peda
gogi
cal-
cont
ent k
now
ledg
e of
the
teac
her,
pre
serv
ice
elem
enta
ryte
ache
rs' p
repa
ratio
n to
teac
h sc
ienc
e, a
nd a
ttitu
des
of in
serv
ice
and
pres
ervi
ceel
emen
tary
teac
hers
(PE
Ts)
abo
ut s
cien
ce a
nd s
cien
ce te
achi
ng. T
his
pape
rlo
oks
at o
ne o
f th
ese
fact
ors:
PE
Ts
attit
udes
abo
ut s
cien
ce a
nd s
cien
cete
achi
ng. T
each
ers'
atti
tude
s to
war
d sc
ienc
e an
d sc
ienc
e te
achi
ngca
n ha
veim
port
ant i
nstr
uctio
nal c
onse
quen
ces
incl
udin
g ho
w m
uch
clas
sroo
m ti
me
isde
vote
d to
sci
ence
inst
ruct
ion
(Shr
igle
y, 1
974a
; Ear
l & W
inke
ljohn
, 197
7;M
anni
ng e
t. al
., 19
82),
the
rela
tive
emph
ases
on
cont
ent a
ndpr
oces
s (D
usch
l,19
83),
and
how
teac
hers
con
stru
e th
e na
ture
of
scie
nce
(Led
erm
an, 1
992)
.Sh
rigl
ey (
1974
b) f
ound
that
teac
hers
that
do
not l
ike
scie
nce
are
mor
e lik
ely
topr
oduc
e st
uden
ts th
at d
o no
t lik
e sc
ienc
e. P
eder
sen
and
McC
urdy
(19
92, p
.14
1) g
o so
far
as
to c
laim
that
poo
r at
titud
es to
war
d te
achi
ng s
cien
ce in
the
elem
enta
ry s
choo
ls is
an
ever
incr
easi
ng p
robl
em.
Seve
ral s
tudi
es h
ave
look
ed a
t var
ious
pre
dict
ors
of P
rese
rvic
eE
lem
enta
ry T
each
ers'
(PE
Ts'
) at
titud
es to
war
ds s
cien
ce a
nd s
cien
ce te
achi
ng,
incl
udin
g ag
e an
d re
ligio
us p
refe
renc
e (S
chw
iria
n, 1
969)
, AC
T a
nd C
-Bas
eSc
ienc
e sc
ores
(B
itner
, 199
3), n
umbe
r of
hig
h sc
hool
and
col
lege
sci
ence
clas
ses
( Z
eitle
r, 1
984;
Bitn
er, 1
993)
, col
lege
tran
scri
pts
(Sch
wir
ian,
196
9;Y
oung
& K
ello
gg, 1
993;
Bitn
er, 1
993)
, typ
e of
und
ergr
adua
te in
stitu
tion
atte
nded
(Sc
hwir
ian,
196
9), a
nd s
cien
ce lo
cus
of c
ontr
ol (
Hau
ry, 1
989)
. Of
Schw
iria
n's
(196
9) e
ight
inde
pend
ent v
aria
bles
, age
was
ass
ocia
ted
with
the
grea
test
atti
tudi
nal d
iffe
renc
es w
ith y
oung
er te
ache
rs e
xpre
ssin
g th
e m
ore
posi
tive
attit
udes
tow
ard
scie
nce.
She
als
o fo
und
a po
sitiv
e as
soci
atio
nbe
twee
n th
e am
ount
of
colle
ge s
cien
ce e
xper
ienc
e an
d sc
ienc
e un
ders
tand
ing.
In c
ontr
ast,
Shri
gley
(19
74b)
fou
nd a
low
cor
rela
tion
betw
een
scie
nce
know
ledg
e an
d te
ache
rs' a
ttitu
des
tow
ard
scie
nce.
Luc
as a
nd D
oole
y (1
982)
clai
m th
at n
egat
ive
attit
udes
tow
ard
scie
nce
amon
g te
ache
rs m
aybe
trac
ed b
ack
to th
e in
divi
dual
's o
wn
expe
rien
ces
at s
choo
l (p.
805
) bu
t do
not p
rovi
desu
ppor
t for
that
cla
im.
Man
y of
the
prev
ious
stu
dies
on
PET
s' a
ttitu
des
abou
t sci
ence
and
teac
hing
sci
ence
rev
olve
aro
und
attit
ude
surv
eys
such
as
the
Bra
tt A
ttitu
de T
est
(Wes
terb
ack,
198
2), a
nd th
e Sc
ienc
e A
ttitu
de S
cale
(Sh
rigl
ey, 1
974a
; Luc
as &
Doo
ley,
198
2; S
hrig
ley
& K
obal
la, 1
984;
rev
ised
by
Tho
mps
on &
Shr
igle
y,
4
Scie
nce
Aut
obio
grap
hies
2
1986
).1
Onl
y on
e st
udy
(You
ng &
Kel
logg
, 199
3) h
as ta
ken
a m
ore
qual
itativ
eap
proa
ch, a
n ex
plor
atio
n of
PE
Ts'
rec
all o
f fo
rmat
ive
scie
nce
expe
rien
ces
thro
ugh
desc
ript
ive
essa
ys.
Atti
tude
s ar
e in
flue
nced
by
the
com
plex
inte
ract
ion
of in
tere
sts,
val
ues,
unde
rsta
ndin
gs, l
ife
expe
rien
ces,
and
per
ceiv
ed a
bilit
ies,
but
littl
e is
kno
wn
abou
t the
dir
ect o
r in
dire
ct e
ffec
ts o
n at
titud
es to
war
d sc
ienc
e an
d sc
ienc
ete
achi
ng. W
hat e
xper
ienc
es le
ad P
ET
s to
def
ine
them
selv
es a
s no
n-sc
ienc
ety
pes?
Wha
t exp
erie
nces
lead
PE
Ts
to v
iew
sci
ence
in a
pos
itive
ligh
t? O
nefi
ndin
g in
You
ng a
nd K
ello
gg's
(19
93)
stud
y is
that
PE
Ts
wer
e st
rong
lyin
flue
nced
by
thei
r te
ache
rs in
ele
men
tary
and
sec
onda
ry e
duca
tion.
Man
y of
the
PET
s in
thei
r st
udy
desc
ribe
d th
ese
earl
y ex
peri
ence
s as
one
s th
at c
ause
dth
em to
def
ine
them
selv
es a
s no
n-sc
ienc
e ty
pes
or h
elpe
d th
em p
ursu
e in
tere
sts
in p
hysi
cal a
nd b
iolo
gica
l sci
ence
s.
A c
omm
on s
trat
egy
in p
rofe
ssio
nal d
evel
opm
ent p
rogr
ams
to c
hang
ete
ache
rs a
ttitu
des
tow
ard
scie
nce
and
to im
prov
e sc
ienc
e in
stru
ctio
n at
the
elem
enta
ry le
vel h
as b
een
to c
hang
e, r
estr
uctu
re, o
r in
crea
se s
cien
ce c
ours
ere
quir
emen
ts d
urin
g te
ache
r pr
epar
atio
n (S
tefa
nich
& K
else
y, 1
989;
Har
ty &
etal
., 19
91; T
olm
an &
Cam
pbel
l, 19
91).
Bas
ed o
n th
ese
effo
rts
to im
prov
ePE
Ts
attit
udes
tow
ards
sci
ence
, the
re is
mor
e to
dev
elop
ing
teac
hers
' atti
tude
sto
war
d te
achi
ng s
cien
ce th
an s
impl
y pr
ovid
ing
them
with
mor
e co
nten
t.U
npac
king
PE
Ts'
for
mat
ive
expe
rien
ces
may
lend
fur
ther
insi
ghts
to th
eir
attit
ude
form
atio
n an
d su
gges
t int
erve
ntio
ns th
at c
an b
e en
acte
d du
ring
thei
rpr
ofes
sion
al d
evel
opm
ent.
Thi
s St
udy
The
pur
pose
of
this
stu
dy w
as to
look
at w
hat P
ET
s te
ll us
abo
ut th
eir
expe
rien
ces
with
sci
ence
and
sci
ence
teac
hing
and
how
thes
e ex
peri
ence
s m
ight
play
out
in th
eir
attit
udes
tow
ard
teac
hing
sci
ence
as
expr
esse
d th
roug
h sc
ienc
eau
tobi
ogra
phie
s. S
peci
fica
lly, h
ow d
o ex
peri
ence
s in
the
elem
enta
ry, m
iddl
e,an
d hi
gh s
choo
l yea
rs a
s w
ell a
s no
n-fo
rmal
and
col
legi
ate
expe
rien
ces
infl
uenc
e th
e at
titud
es o
f PE
T's
to s
cien
ce a
nd s
cien
ce te
achi
ng?
How
do
PET
sch
arac
teri
ze th
eir
scie
nce
inst
ruct
ion?
Wha
t is
the
perc
eive
d ro
le o
f si
gnif
ican
tot
hers
(te
ache
rs, p
aren
ts, p
eers
, etc
.) in
atti
tude
dev
elop
men
t? H
ow d
o ea
rlie
r
1O
ther
inst
rum
ents
incl
ude
the
Self
-Est
imat
ed P
rofi
cien
cy in
Sci
ence
(SE
PS),
Moo
re's
Sci
ence
Tea
chin
g A
ttitu
de S
cale
s (S
TA
S), R
evis
edSc
ienc
e A
ttitu
de S
cale
for
Pre
serv
ice
Tea
cher
s (T
hom
pson
& S
hrig
ley,
1986
; Bitn
er, 1
994)
.
vIt
5
expe
rien
ces
cont
ribu
te to
exi
stin
g at
titud
es to
war
d sc
ienc
e as
exp
ress
ed in
PE
Ts
defi
nitio
ns o
f sc
ienc
e an
d vi
sion
s of
sci
ence
inst
ruct
ion?
Thi
s st
udy
is b
ased
upo
n th
e no
tion
that
eff
ectiv
enes
s in
teac
hing
elem
enta
ry s
choo
l sci
ence
is to
som
e ex
tent
a f
unct
ion
of th
e te
ache
r's a
ttitu
des
tow
ard
scie
nce,
whi
ch is
in it
self
a c
onse
quen
ce o
f si
gnif
ican
t per
sona
l and
prof
essi
onal
exp
erie
nces
. By
exam
inin
g PE
T's
sci
ence
-aut
obio
grap
hies
we
may
gai
n in
sigh
t int
o ho
w e
xper
ienc
es in
the
elem
enta
ry, m
iddl
e, a
nd h
igh
scho
ol y
ears
as
wel
l as
non-
form
al a
nd c
olle
giat
e ex
peri
ence
s in
flue
nce
the
attit
udes
of
PET
's to
sci
ence
and
sci
ence
teac
hing
. Ref
eren
ces
to s
peci
fic
epis
odes
and
the
role
s of
sig
nifi
cant
oth
ers
(tea
cher
s, p
aren
ts, p
eers
, etc
.) w
ere
of p
artic
ular
inte
rest
in tr
ying
to a
nsw
er th
e qu
estio
n of
how
thei
r ea
rlie
rex
peri
ence
s co
ntri
bute
tow
ard
exis
ting
attit
udes
tow
ard
scie
nce
as e
xpre
ssed
inPE
Ts
defi
nitio
ns o
f sc
ienc
e an
d vi
sion
s of
sci
ence
inst
ruct
ion.
In
addi
tion,
refe
renc
es to
col
legi
ate
impa
cts
will
hav
e im
plic
atio
ns f
or th
e ty
pes
ofex
peri
ence
s in
sci
ence
that
nee
d to
be
prov
ided
in a
n ef
fect
ive
prof
essi
onal
deve
lopm
ent p
rogr
am.
Met
hods
Stud
y Si
tuat
ion
The
stu
dent
s th
at p
artic
ipat
ed in
this
stu
dy a
re P
rese
rvic
e E
lem
enta
ryT
each
ers
(PE
Ts)
at a
med
ium
siz
e m
id-w
este
rn u
nive
rsity
. The
ele
men
tary
scie
nce
prog
ram
of
this
for
mer
Nor
mal
Sch
ool h
as w
on a
Nat
iona
l Sci
ence
Tea
cher
s A
ssoc
iatio
n (N
STA
) Se
arch
for
Exc
elle
nce
in S
cien
ce E
duca
tion
Aw
ard.
The
ele
men
tary
sci
ence
pro
gram
req
uire
s PE
Ts
to ta
ke f
our
cour
ses
(12
sem
este
r ho
urs)
in s
cien
ce c
ours
es th
at in
tegr
ate
both
sci
ence
con
tent
and
met
hods
for
teac
hing
sci
ence
in th
e el
emen
tary
cla
ssro
om. T
hese
cou
rses
are
spec
ific
ally
des
igne
d fo
r PE
Ts,
in c
ontr
ast t
o m
any
prep
arat
ion
prog
ram
s w
hich
requ
ire
PET
s to
take
gen
eral
sci
ence
cou
rses
or
one
gene
ral s
cien
ce te
achi
ngm
etho
ds c
ours
e (T
olm
an &
Cam
pbel
l, 19
91).
The
cou
rse
in w
hich
this
stu
dyw
as c
ondu
cted
, Bio
logy
for
Ele
men
tary
Tea
cher
s (E
SC 3
03),
is th
e fo
urth
inth
e se
quen
ce o
f se
mes
ter
long
cou
rses
for
the
grou
p sc
ienc
e m
inor
that
als
oin
clud
es in
trod
ucto
ry c
ours
es in
phy
sics
(PH
Y 1
00),
che
mis
try
(CH
M 1
01),
and
eart
h sc
ienc
e (G
ES
202)
. Wyl
o's
(199
3) s
tudy
of
this
ele
men
tary
sci
ence
prog
ram
fou
nd th
at o
f th
e st
uden
ts in
the
four
sci
ence
cou
rses
, 88%
wer
efe
mal
e an
d th
at th
e av
erag
e ag
e of
the
stud
ents
was
22.
8 ye
ars.
Her
sam
ple
was
pred
omin
antly
upp
ercl
assm
en w
ith o
ver
75%
juni
ors,
sen
iors
, or
grad
uate
s.St
uden
ts in
the
biol
ogy
cour
se (
ESC
303
) ar
e ty
pica
lly s
enio
rs in
thei
r la
stse
mes
ter
befo
re s
tude
nt te
achi
ng. M
any
have
teac
hing
min
ors
in "
grou
psc
ienc
e" a
nd h
ave
com
plet
ed th
e ot
her
thre
e co
urse
s in
the
sequ
ence
alth
ough
thos
e co
urse
s ar
e no
t pre
-req
uisi
tes.
(Se
e W
ylo,
199
3 fo
r a
mor
e co
mpl
ete
Scie
nce
Aut
obio
grap
hies
3
desc
ript
ion
of th
is e
lem
enta
ry s
cien
ce p
rogr
am).
ESC
303
has
an
enro
llmen
t lim
it of
twen
ty s
tude
nts
per
sect
ion
and
the
sect
ions
are
usu
ally
fill
ed to
cap
acity
with
a w
aitin
g lis
t. T
wo
tenu
red
facu
ltyan
d th
ree
inst
ruct
ors
teac
h th
e ap
prox
imat
ely
300
stud
ents
who
pas
s th
roug
hth
e se
quen
ce a
nnua
lly. E
SC 3
03 is
taug
ht w
ith a
str
ong
emph
asis
on
hand
s-on
lear
ning
in th
e lif
e sc
ienc
es a
nd p
rovi
des
the
PET
s' w
ith th
eir
firs
t for
mal
oppo
rtun
ity to
teac
h sc
ienc
e to
sm
all g
roup
s of
ele
men
tary
stu
dent
s in
the
scho
ols. The
dat
a fo
r th
is s
tudy
was
col
lect
ed f
rom
thre
e se
ctio
ns o
f E
SC 3
03du
ring
the
1994
-199
5 ac
adem
ic y
ear.
Fif
ty s
ix o
f th
e si
xty
enro
lled
stud
ents
cons
ente
d to
par
ticip
ate
in th
is s
tudy
: for
ty-f
our
(79%
) w
omen
(fo
ur A
fric
an-
Am
eric
an, t
hree
His
pani
c) a
nd tw
elve
men
. Fif
ty f
our
of th
e st
uden
ts (
96%
)w
ere
seni
or c
lass
und
ergr
adua
tes
and
two
(one
mal
e, o
ne f
emal
e) w
ere
grad
uate
stud
ents
see
king
teac
hing
cer
tific
atio
n. T
hirt
y tw
o (5
7%)
of th
e pa
rtic
ipan
tsin
dica
ted
a m
ajor
or
min
or in
the
grou
p sc
ienc
es a
nd 6
8% h
ad ta
ken
at le
ast o
neof
the
othe
r el
emen
tary
sci
ence
cou
rses
, and
60%
had
com
pete
d al
l thr
ee. T
en(1
8%)
of th
e st
uden
ts id
entif
ied
them
selv
es a
s "s
econ
d ca
reer
stu
dent
s" a
ndth
ere
is m
ore
than
a tw
o de
cade
spa
n of
age
s am
ong
the
part
icip
ants
.
Dat
a So
urce
Thi
s st
udy
is b
ased
upo
n an
ana
lysi
s of
a s
tude
nt w
ritin
g as
sign
men
t. A
sth
eir
firs
t ass
ignm
ent i
n E
SC 3
03, t
he P
ET
s w
ere
aske
d to
wri
te th
eir
scie
nce
auto
biog
raph
ies.
The
cla
ss d
iscu
ssio
n pr
eced
ing
the
assi
gnm
ent w
as b
ased
on
the
notio
n of
sci
entif
ic li
tera
cy c
alle
d fo
r in
suc
h do
cum
ents
as
Proj
ect 2
061:
Scie
nce
for
All
Am
eric
an (
AA
AS,
198
9; R
uthe
rfor
d, &
Ahl
gren
, 199
0) a
ndM
ichi
gan
Ess
entia
l Goa
ls a
nd O
bjec
tives
for
Sci
ence
Edu
catio
n, (
MD
OE
,19
91).
Stu
dent
s w
ere
also
enc
oura
ged
to s
tart
sha
ring
thei
r ea
rly
child
hood
expe
rien
ces
in c
lass
. The
pro
mpt
for
the
ungr
aded
ass
ignm
ent a
sks
the
PET
s,as
a s
tep
tow
ard
beco
min
g sc
ienc
e te
ache
rs, t
o lo
ok a
t the
ir e
duca
tion
"thr
ough
the
lens
of
scie
nce"
as
they
des
crib
e th
eir
scie
nce
back
grou
nd d
eriv
ed f
rom
inst
ruct
ion
in e
lem
enta
ry, s
econ
dary
, and
pos
t-se
cond
ary
educ
atio
n. T
hey
wer
eal
so a
sked
to u
sed
the
exer
cise
to r
efle
ct o
n no
n-fo
rmal
exp
erie
nces
in s
cien
ce,
thei
r be
liefs
abo
ut s
cien
ce a
nd s
cien
tists
, and
how
they
per
ceiv
ed th
e te
achi
ngof
sci
ence
. (Se
e A
ppen
dix
1 fo
r th
e as
sign
men
t tex
t.).
Thi
s es
say
was
the
prim
ary
sour
ce o
f in
form
atio
n. D
emog
raph
ic d
ata
onth
e sa
mpl
e w
as o
btai
n fr
om c
ours
e en
rollm
ent f
orm
s.
vli
7
Ana
lysi
s
The
stu
dent
ess
ays
(n=
56)
wer
e en
tere
d in
to th
e da
taba
se a
s co
mpu
ter
text
docu
men
ts. O
nce
clas
s se
ctio
n of
dat
a (n
=17
) w
as u
sed
for
the
initi
al a
naly
sis.
The
dim
ensi
ons
of th
e co
nten
t ana
lysi
s w
ere
dete
rmin
ed u
sing
a m
etho
d of
emer
ging
cat
egor
izat
ion
(Zei
tler,
198
4; Y
oung
& K
ello
gg, 1
993)
aro
und
the
educ
atio
n di
visi
ons
of e
lem
enta
ry (
K-5
), m
iddl
e-sc
hool
/juni
or h
igh
(6-8
), h
igh
scho
ol (
9-12
), c
olle
ge a
nd n
on-f
orm
al d
omai
ns. C
ateg
orie
s su
ch a
s sc
ienc
eba
ckgr
ound
and
inte
rest
, the
men
tion
of s
peci
fic
expe
rien
ces
in s
cien
ce o
rfe
elin
gs a
bout
sci
ence
, the
infl
uenc
e of
oth
er p
eopl
e (i
.e. t
each
ers,
pee
rs,
pare
nts,
etc
.), d
efin
ition
s of
sci
ence
and
vis
ions
sci
ence
teac
hing
wer
e de
rive
dfr
om th
e es
says
.
Onc
e th
e ca
tego
ries
of
anal
ysis
wer
e es
tabl
ishe
d, th
e es
says
wer
e m
ined
for
desc
ript
ive
pass
ages
per
tinen
t to
the
cate
gori
es a
nd to
the
ques
tions
of
this
stud
y. T
hese
pas
sage
s w
ere
extr
acte
d fr
om th
e te
xt d
ocum
ents
and
gro
uped
unde
r th
e va
riou
s ca
tego
ries
. All
the
pass
ages
with
in a
cat
egor
y w
ere
read
seve
ral t
imes
to id
entif
y pa
ttern
s of
sim
ilari
ties
or th
emes
and
uni
que
expe
rien
ces.
The
pas
sage
s w
ere
then
cod
ed u
sing
a p
lus-
min
us-z
ero
(+/-
10)
desi
gnat
ion
to r
efle
ct w
heth
er th
e ex
peri
ence
was
rel
ated
in a
pos
itive
, neg
ativ
e,or
neu
tral
man
ner.
Aft
er th
e in
itial
dat
a an
alys
is o
f th
e fi
rst 1
7 au
tobi
ogra
phie
sw
as c
ompl
eted
, the
em
ergi
ng c
ateg
orie
s an
d th
emes
wer
e ch
ecke
d an
d ve
rifi
edby
ana
lyzi
ng th
e es
says
fro
m th
e re
mai
ning
two
clas
s se
ctio
ns (
n=39
).
Onc
e al
l of
the
text
exc
erpt
s w
ere
plac
ed in
to c
ateg
orie
s an
d co
ded,
they
wer
e co
unte
d to
est
imat
e th
e pr
eval
ence
of
the
expe
rien
ces.
I u
se th
e ph
rase
"est
imat
e of
pre
vale
nce"
bec
ause
ess
ays
vari
ed in
com
plet
enes
s an
d th
e ty
pes
of m
emor
ies
reco
unte
d. S
peci
fic
quot
es a
re u
sed
to il
lust
rate
the
diff
eren
tca
tego
ries
of
expe
rien
ces
or p
erce
ptio
ns. Q
uote
s ar
e at
trib
uted
to in
divi
dual
PET
s bu
t all
nam
es h
ave
been
cha
nged
to p
rote
ct th
e su
bjec
ts' a
nony
mity
.
limas T
he f
ifty
-six
sci
ence
-aut
obio
grap
hica
l ess
ays
vari
ed in
leng
th f
rom
88
to10
63 w
ords
with
an
aver
age
leng
th o
f 49
6 w
ords
. In
cont
ent t
hey
vari
ed f
rom
ava
gue
over
view
of
the
impr
essi
on o
f sc
ienc
e on
the
auth
ors'
live
s to
det
aile
dde
scri
ptio
ns o
f sp
ecif
ic e
piso
des.
In
thei
r w
ritin
g th
e PE
Ts
gene
rally
rev
eale
dif
they
wer
e "s
cien
ce s
eeke
rs"
who
enr
olle
d in
a v
arie
ty o
f sc
ienc
e co
urse
san
d/or
par
ticip
ated
in s
cien
ce e
xper
ienc
es o
utsi
de o
f sc
hool
, "sc
ienc
e av
oide
rs"
who
onl
y ex
peri
ence
d sc
ienc
e as
a r
equi
rem
ent,
or s
omew
here
in b
etw
een.
In th
e re
peat
ed r
eadi
ngs
of th
e es
says
, fiv
e th
emes
em
erge
d th
at h
elp
to
3
Scie
nce
Aut
obio
grap
hies
4
reve
al w
hy s
tude
nts
hold
par
ticul
ar a
ttitu
des
tow
ards
sci
ence
:1.
) th
edo
min
atio
n of
text
-bas
ed s
cien
ce e
duca
tion
in th
e sc
hool
ing
of th
ese
PE
Ts
and
its a
ssoc
iatio
n w
ith n
egat
ive
expe
rienc
es o
f sci
ence
; 2)
the
stro
ng im
pres
sion
that
han
ds-o
n ex
perie
nces
had
in th
e re
call
of s
cien
ce e
xper
ienc
es a
cros
s al
lle
vels
of s
choo
ling
and
its g
ener
ally
pos
itive
ass
ocia
tion;
3).
rec
alle
din
tera
ctio
ns w
ith o
ther
indi
vidu
als
(tea
cher
s, p
aren
ts, p
eers
, etc
.) in
mod
elin
gat
titud
es a
nd p
rovi
ding
opp
ortu
nitie
s to
exp
erie
nce
scie
nce,
thes
e co
uld
beei
ther
pos
itive
or
nega
tive,
4).
the
impo
rtan
t rol
e of
non
-for
mal
exp
erie
nces
insc
ienc
e in
hel
ping
to fr
ame
posi
tive
attit
udes
tow
ard
scie
nce;
and
5).
the
effe
ctth
at th
e re
flect
ion
on th
eir
prio
r ex
perie
nces
had
on
crea
ting
posi
tive
visi
ons
ofth
eir
futu
re c
lass
room
s.
Tex
t-ba
sed
Scie
nce
Edu
catio
n
The
onl
y sc
ienc
e I
rem
embe
r w
as o
ut o
f a
text
boo
k.
(Ang
ie2)
Mos
t of t
he P
ET
s cl
aim
ed d
iffic
ulty
in r
ecal
ling
scho
ol s
cien
ceex
perie
nces
. At t
he e
lem
enta
ry le
vel e
leve
n of
the
essa
ys (
20%
) re
late
d m
ostly
nega
tive
expe
rienc
es o
f sci
ence
. Man
y of
thes
e w
ere
base
d on
the
text
driv
enna
ture
s of
sci
ence
exp
erie
nced
by
the
auth
ors.
Con
side
r th
e fo
llow
ing
exce
rpts
:
In th
e th
ird
grad
e w
e co
pied
term
s ou
t of
the
back
of
a bo
okev
ery
Frid
ay m
orni
ng. T
his
cont
inue
d in
the
four
th g
rade
. In
fift
h gr
ade
we
also
did
sci
ence
on
Frid
ays.
We
wou
ld r
ead
ach
apte
r an
d th
en w
rite
all
the
term
s on
a p
iece
of
pape
r.(S
helb
y)
In e
arly
ele
men
tary
I f
ound
mys
elf
bore
d by
sci
ence
. All
we
did
was
rea
d fr
om a
n un
stim
ulat
ing
text
book
. By
the
time
hand
s -o
n sc
ienc
e be
gan
in th
e 6t
h gr
ade
I al
read
y ha
d a
bad
attit
ude
abou
t it.
(Ren
ata)
2 vlt
All
nam
es u
sed
in th
is p
aper
are
pse
udon
yms.
Oth
er c
onve
ntio
ns u
sed
inth
e qu
oted
pas
sage
s in
clud
e:te
xt o
mitt
ed fo
r br
evity
[wor
d]te
xt in
sert
ed b
y au
thor
for
purp
oses
of c
larif
icat
ion
or to
prot
ect a
nony
mity
.A
ll sp
ecia
l em
phas
is a
nd p
aren
thet
ical
text
are
from
the
orig
inal
doc
umen
tsun
less
oth
erw
ise
note
d.
Mid
dle
scho
ol e
xper
ienc
es th
at w
ere
rela
ted
show
ed s
ome
shift
tow
ard
mor
e ex
perie
nced
or
lab-
base
d in
stru
ctio
n bu
t lec
ture
s an
d bo
ok w
ork
also
figur
e pr
edom
inat
ely
in th
e re
late
d ex
perie
nces
(20
% o
f the
ess
ays)
as
a
pass
age
from
Mar
y's
auto
biog
raph
y ill
ustr
ates
.
Thi
nkin
g ba
ck to
my
firs
t rea
l sci
ence
cla
ss is
a n
ight
mar
e. I
tw
as a
bas
ic s
even
th g
rade
sci
ence
cla
ss th
at e
very
one
had
tota
ke. T
he te
ache
r ta
ught
it li
ke th
at to
o!...
It w
as a
n aw
ful
clas
s. T
he c
onte
nt o
f th
e cl
ass
was
may
be o
ne f
ourt
h le
ctur
ean
d th
e ot
her
in c
lass
rea
ding
s an
d bo
ok w
ork.
I d
on't
even
rem
embe
r do
ing
the
typi
cal r
epor
ts o
r ho
me
proj
ects
. (M
ary)
For
sev
eral
of t
he P
ET
s, th
e m
iddl
e sc
hool
yea
rs w
ere
the
year
s th
eyid
entif
ied
as w
hen
they
lost
inte
rest
in s
cien
ce. S
ome
clai
m th
at s
cien
cebe
cam
e bo
ring
and
desc
riptio
ns o
f the
text
-bas
ed c
urric
ulum
figu
repr
edom
inan
tly in
this
cla
im.
I re
mem
ber
scie
nce
from
mid
dle
and
high
sch
ool.
It w
as v
ery
bori
ng!!
!! I
t was
all
text
book
with
ver
y fe
w e
xper
imen
ts. O
nto
p of
that
, mos
t of
the
expe
rim
ents
wer
e de
mon
stra
ted
by th
ete
ache
r. F
or a
long
tim
e, th
is tu
rned
me
off
to s
cien
cebe
caus
e I
knew
ther
e w
as m
ore,
but
was
not
get
ting
satis
fied
.(V
eron
ica)
For
Lyd
ia, t
he b
orin
g na
ture
of h
er s
cien
ce c
lass
es w
as e
xace
rbat
ed b
y he
r
grow
ing
feel
ings
of i
nade
quac
y.
Unf
ortu
nate
ly, m
y ju
nior
hig
h ex
peri
ence
was
n't s
o pl
easa
nt.
...I
did
not u
nder
stan
d w
hat m
y te
ache
rs w
ere
talk
ing
abou
t.I
felt
dum
b an
d ho
pele
ss c
once
rnin
g sc
ienc
e. (
Lyd
ia)
Thi
s pa
ttern
of d
ecre
ased
inte
rest
in s
cien
ce in
the
mid
dle
grad
es h
as b
een
prev
ious
ly d
escr
ibed
by
Yag
er &
Yag
er (
1985
).
At t
he h
igh
scho
ol le
vel,
six
PE
Ts
desc
ribed
the
dida
ctic
nat
ure
of th
eir
inst
ruct
ion.
In th
ese
case
s, th
e re
fere
nces
wer
e as
ofte
n to
the
amou
nt o
fle
ctur
es n
otes
and
"W
rite,
writ
e, w
rite
until
you
r ha
nds
fell
off.
(Kat
e)"
as th
eyw
ere
to th
e bo
ok w
ork
of "
inte
nse
defin
ition
cop
ying
and
dril
ling.
(Li
za)"
Aga
in, a
s w
ith A
nne,
bel
ow, "
borin
g" is
a te
rm a
ssoc
iate
d w
ith th
is ty
pe o
fsc
ienc
e in
stru
ctio
n.
Bey
ond
elem
enta
ry s
choo
l, I
don'
t hav
e ve
ry f
solli
caem
orie
s
Scie
nce
Aut
obio
grap
hies
5
of s
cien
ce. I
t bec
ame
cent
ered
aro
und
a te
xt b
ook.
Thi
s is
whe
n I
lost
inte
rest
s. T
he te
ache
rs u
sed
over
head
pro
ject
ors
to g
ive
note
s an
d it
was
ext
rem
ely
bori
ng. I
trie
d to
take
Che
mis
try
in h
igh
scho
ol a
nd r
emem
ber
it be
ing
mos
tly b
ook
wor
k. I
hat
ed it
and
dro
pped
the
clas
s! (
Ann
e)
One
stu
dent
did
ack
now
ledg
e th
at h
is h
igh
scho
ol s
cien
ce te
ache
rs h
adus
ed th
is a
ppro
ach
to h
elp
him
pre
pare
for
col
lege
:
I do
hav
e to
giv
e cr
edit
to m
y hi
gh s
choo
l sci
ence
teac
hers
,
they
did
pre
pare
me
for
colle
ge, b
ecau
se I
got
the
sam
e, b
igle
ctur
e ha
lls, m
ore
lect
ure.
(Mik
e)
How
ever
, onl
y tw
o PE
Ts
wro
te a
bout
text
/lect
ure
dom
inat
ed s
cien
ce in
stru
ctio
nth
at th
ey e
xper
ienc
ed a
t the
pos
t-se
cond
ary
leve
l. T
hen,
too,
mos
t of
the
PET
'sco
llege
sci
ence
cou
rses
hav
e be
en in
the
elem
enta
ry s
cien
ce s
eque
nce
with
its
emph
asis
on
"han
ds-o
n" s
cien
ce.
Han
d-O
n E
xper
ienc
es
In e
lem
enta
ry s
choo
l my
scie
nce
expe
rien
ces
cons
iste
d of
very
littl
e ha
nds-
on a
ctiv
ities
. (Sh
elby
)
Alm
ost e
very
ess
ay r
ecal
led
som
e ha
nds-
on e
xper
ienc
e in
sci
ence
, eith
erat
the
elem
enta
ry, m
iddl
e sc
hool
, hig
h sc
hool
or
post
-sec
onda
ry le
vel s
choo
ling
and
som
etim
es a
cros
s al
l lev
els.
Whe
re h
ands
-on
activ
ities
wer
e re
mem
bere
d,th
e PE
Ts
had
grea
ter
and
mor
e fa
vora
ble
reca
ll th
eir
scie
nce
expe
rien
ces.
The
yal
so te
nded
to g
o in
to g
reat
er d
etai
l whe
n w
ritin
g ab
out t
hese
exp
erie
nces
.
Thi
rty
two
PET
s (5
7%)
reco
unte
d sp
ecif
ic e
piso
des
or e
vent
s th
at th
eyre
mem
bere
d fr
om e
lem
enta
ry s
choo
l. T
wel
ve s
uch
expe
rien
ces
incl
uded
epis
odes
abo
ut p
lant
ing
seed
s an
d w
atch
ing
them
gro
w. O
ther
spe
cifi
c ev
ents
reca
lled
incl
uded
: fie
ld tr
ips
and
natu
re w
alks
(6)
, obs
erva
tions
of
orga
nism
s(6
), s
tudy
ing
plas
tic m
odel
s (5
), m
akin
g co
llect
ions
(5)
, obs
ervi
ng d
isse
cted
orga
ns o
r do
ing
diss
ectio
ns (
4), p
ond
stud
ies
(2),
obs
ervi
ng c
eler
y an
d fo
odco
lori
ng (
2) m
akin
g el
ectr
ic c
ircu
its (
1) a
nd c
hem
ical
exp
erim
ents
(1)
.
Five
PE
Ts
men
tione
d sc
ienc
e fa
irs
amon
g th
eir
elem
enta
ry m
emor
ies,
mos
tly in
neg
ativ
e te
rms
due
to th
e co
mpe
titiv
e na
ture
of
scie
nce
and
thei
r la
ckof
exp
erie
ncin
g sc
ienc
e in
the
clas
sroo
m. F
or in
stan
ce:
We
had
scie
nce
fair
s st
artin
g in
the
four
th g
rade
, but
I a
lway
sdr
eade
d th
em b
ecau
se w
e ha
d to
mak
e a
proj
ect r
elat
ed to
vlt
scie
nce,
eve
n th
ough
we
neve
r ha
d m
any
form
al s
cien
cecl
asse
s. (
Kat
hy)
For
mos
t of
the
PET
s, e
lem
enta
ry s
cien
ce c
ould
onl
y be
rec
alle
d as
ava
gue,
sha
dow
y ex
peri
ence
, see
min
gly
driv
en b
y te
xt b
ased
inst
ruct
ion.
Whe
nha
nds-
on a
ctiv
ities
wer
e re
calle
d, s
tude
nts
had
mor
e de
taile
d de
scri
ptio
n of
thes
e el
emen
tary
exp
erie
nces
and
tend
to v
iew
thes
e ex
peri
ence
s m
ore
favo
rabl
y.
Han
ds-o
n ex
peri
entia
l lea
rnin
g se
ems
to b
e as
impo
rtan
t in
the
reca
ll of
the
mid
dle
scho
ol y
ears
as
in th
e pr
imar
y gr
ades
. Stu
dent
s th
at c
ould
rec
all
mor
e ha
nds-
on e
xper
ienc
es f
rom
this
per
iod
had
a be
tter
over
all a
ttitu
deto
war
ds s
cien
ce a
nd s
cien
ce te
achi
ng. I
n on
e ca
se, a
neg
ativ
e at
titud
ede
velo
ped
duri
ng th
e te
xt b
ased
ele
men
tary
yea
rs a
ppea
red
to b
e re
vers
ed b
yth
e ac
tive,
han
ds-o
n in
stru
ctio
n ex
peri
ence
d in
the
uppe
r m
iddl
e sc
hool
.
In m
iddl
e sc
hool
sci
ence
was
taug
ht m
ore
ofte
n, a
bout
thre
eor
fou
r tim
es a
wee
k. H
owev
er, b
y th
is p
oint
in s
choo
l I w
astu
rned
off
fro
m s
cien
ce c
ompl
etel
y. I
n th
e si
xth
grad
e w
e di
dno
han
ds-o
n ac
tiviti
es, j
ust r
eadi
ng o
ut o
f a
book
and
wri
ting
term
s...
In th
e se
vent
h gr
ade
we
lear
ned
a gr
eat d
eal a
bout
phys
ical
sci
ence
. I f
ound
it v
ery
bori
ng a
nd h
ated
to g
o to
clas
s. W
e di
d do
man
y ha
nds-
on a
ctiv
ities
. Bec
ause
of
this
Ilik
ed m
y te
ache
r. B
y th
e en
d of
the
year
I r
ealiz
ed I
did
like
scie
nce,
just
not
rea
ding
abo
ut it
. I a
lso
star
ted
to e
njoy
goin
g to
cla
ss. I
n th
e ei
ghth
gra
de w
e le
arne
d ab
out
chem
istr
y. T
his
was
fun
bec
ause
of
all t
he h
ands
-on.
By
the
begi
nnin
g of
my
nint
h gr
ade
year
I lo
ved
scie
nce
and
rece
ived
an
A+
all
year
.(Sh
elby
)
At t
he m
iddl
e sc
hool
leve
l, di
ssec
tions
are
the
mos
t com
mon
ly r
ecal
led
hand
s-on
exp
erie
nces
. Dis
sect
ions
wer
e m
entio
ned
by tw
elve
PE
Ts,
with
asso
rted
per
cept
ions
of
the
expe
rien
ces.
For
som
e, li
ke A
riel
, dis
sect
ions
wer
epo
sitiv
e an
d in
tere
stin
g ex
peri
ence
s.
I re
mem
ber.
.. di
ssec
ting
a fr
og. T
he f
rog
activ
ity is
my
fond
est s
cien
ce m
emor
y be
caus
e it
was
suc
h a
"hyp
ed u
p"ac
tivity
. It w
as th
e gr
eate
st th
ing
abou
t eig
hth
grad
e. I
fou
ndit
very
inte
rest
ing,
esp
ecia
lly w
hen
my
teac
her
told
us
the
reas
on w
e di
ssec
t fro
gs is
bec
ause
fro
gs r
esem
ble
the
hum
anan
atom
y th
e be
st. I
enj
oyed
fin
ally
get
ting
to s
ee in
rea
l lif
ew
hat I
had
lear
ned
(mem
oriz
ed)
on p
aper
and
wor
kshe
ets
for
so lo
ng. (
Ari
el)
12
Scie
nce
Aut
obio
grap
hies
6
Whi
le f
or o
ther
stu
dent
s, d
isse
ctio
ns c
ould
be
phys
ical
ly d
istr
essi
ng.
In m
iddl
e sc
hool
, all
I rem
embe
r ab
out s
cien
ce w
as b
eing
tota
lly g
ross
ed o
ut w
hen
we
had
to d
isse
ct a
n ea
rthw
orm
, and
actu
ally
bec
omin
g ph
ysic
ally
ill w
hen
we
diss
ecte
d a
frog
.T
he fa
t bod
ies
insi
de it
s st
omac
h lo
oked
dis
gust
ing.
We
had
mac
aron
i and
che
ese
that
day
for
lunc
h, a
nd h
alf o
f the
seve
nth
grad
e th
rew
up.
(La
keis
ha)
Oth
er e
xper
ienc
es r
ecal
led
from
the
mid
dle
scho
ol y
ears
incl
uded
bui
ldin
gar
tifac
ts s
uch
as b
arom
eter
s, m
odel
s, s
olar
ove
ns (
6),do
ing
expe
rim
ents
(4)
,m
akin
g co
llect
ions
(4)
, goi
ng o
n fi
eld
trip
s (4
), a
nd d
eter
min
ing
bloo
d ty
pe (
2).
Mem
orie
s of
dis
sect
ion
also
dom
inat
e th
e re
call
of h
ands
-on
scie
nce
expe
rien
ces
at th
e hi
gh s
choo
l lev
el w
ith s
peci
fic
refe
rral
s in
15
(27%
) of
the
essa
ys. A
t the
hig
h sc
hool
leve
l, m
ost o
f th
e re
fere
nces
to d
isse
ctio
n ar
e re
late
din
a p
ositi
ve m
anne
r as
sho
wn
by th
e pa
ssag
es f
or Y
vette
's a
nd K
en's
auto
biog
raph
ies.
I lov
e di
ssec
ting
bugs
. In
high
sch
ool I
dis
sect
ed a
wor
m,
frog
, sha
rk, a
nd p
ig, n
eedl
ess
to s
ay! l
oved
eve
ry m
inut
e of
it. I
still
get
a k
ick
out o
f con
duct
ing
chem
istr
y ex
perim
ents
,lo
okin
g th
roug
h m
icro
scop
es, a
nd te
lesc
opes
. (Y
vette
)
We
diss
ecte
d a
goat
hea
rt o
r so
met
hing
like
that
in n
inth
grad
e bi
olog
y. I
thou
ght t
hat i
t was
nea
t to
see
the
diffe
rent
cham
bers
of t
he h
eart
and
all
of th
e ot
her
thin
gs th
at w
e ha
dco
vere
d in
cla
ss. I
don
't th
ink!
wou
ld li
ke to
cut
up
anan
imal
hea
rt a
gain
thou
gh b
ecau
se it
was
sad
to th
ink
that
we
wer
e cu
tting
up
a de
ad a
nim
al. (
Ken
)
Oth
er e
piso
des
that
mer
ited
spec
ific
men
tion
incl
ude:
bui
ldin
g of
var
ious
artif
acts
(4)
, obs
ervi
ng o
rgan
ism
s (2
) ex
plor
ing
unde
r th
e m
icro
scop
e (2
),w
orki
ng w
ith B
unse
n bu
rner
s (2
), c
olle
ctio
ns (
2), f
ield
trip
s (2
), a
nd r
espo
nses
of h
eart
rat
es to
dif
fere
nt s
timul
i.
At t
he p
ost-
seco
ndar
y le
vel,
spec
ific
han
ds-o
n ac
tiviti
es w
ere
desc
ribe
d in
only
fiv
e of
the
essa
ys. H
owev
er, "
hand
s-on
" ex
peri
ence
s as
gen
eral
expe
rien
ces
in th
e co
urse
s th
at m
ake
up th
e el
emen
tary
sci
ence
seq
uenc
es w
ere
cite
d by
27%
of
the
stud
ents
. The
han
ds-o
n ap
proa
ch in
thes
e co
urse
s se
em to
be a
n im
port
ant c
ompo
nent
of
thei
r sc
ienc
e ex
peri
ence
s fo
r th
ese
stud
ents
.
vit
113
Now
hav
ing
been
in c
olle
ge fo
r fo
ur y
ears
I ha
ve fo
und
itim
poss
ible
to g
radu
ate
with
out t
akin
g m
any
scie
nce
clas
ses.
All
the
scie
nce
clas
ses
for
elem
enta
ry te
ache
rs p
rom
ote
and
teac
h w
ith h
ands
-on.
It is
am
azin
g ho
w m
uch
info
rmat
ion
Ile
arn
thro
ugh
diffe
rent
han
ds-o
n ac
tiviti
es w
ithou
t rea
lizin
git.
It is
als
o ni
ce to
be
in a
cla
ss [w
here
] I a
m h
avin
g fu
n an
den
joyi
ng m
ysel
f ins
tead
of l
ooki
ng a
t the
clo
ck e
very
five
min
utes
to s
ee if
cla
ss is
ove
r ye
t. (K
arly
)
The
sci
ence
cla
sses
! hav
e ha
d he
re a
t (un
iver
sity
) ha
ve b
een
pret
ty g
ood
for
the
mos
t par
t. I e
njoy
ed le
arni
ng w
ays
tote
ach
kids
sci
ence
usi
ng a
han
ds o
n ap
proa
ch. (
Ann
e).
It's
inte
rest
ing
to n
ote
that
, alth
ough
the
PET
s do
list
a v
arie
ty o
f sc
ienc
eac
tiviti
es th
at th
ey h
ave
part
icip
ated
in th
roug
h th
eir
form
al e
duca
tion,
ther
e is
little
evi
denc
e of
act
ual s
cien
tific
inqu
iry,
with
the
exce
ptio
n of
a f
ew s
catte
red
refe
renc
es to
sel
ecte
d sc
ienc
e fa
ir p
roje
cts.
In
the
tota
l sam
ple,
ther
e ar
e no
refe
renc
es a
t all
to s
tude
nt in
vest
igat
ions
into
sci
entif
ic q
uest
ions
that
are
of
inte
rest
or
rele
vanc
e to
them
.
Rel
evan
cy/A
uthe
ntic
ity
I nev
er fe
lt a
conn
ectio
n to
the
scie
nce
in c
lass
to th
e sc
ienc
ein
my
ever
yday
We.
(Ly
dia)
Inte
rspe
rsed
with
the
stor
ies
of te
xt-d
rive
n an
d ha
nds-
on e
xper
ienc
es in
scho
ol s
cien
ce, a
few
stu
dent
s al
so q
uest
ione
d th
e co
nnec
tedn
ess
or r
elev
ancy
of w
hat t
hey
wer
e le
arni
ng. T
he r
elev
ancy
que
stio
ns c
ame
up in
the
reca
ll of
elem
enta
ry e
xper
ienc
es f
or A
riel
. By
the
mid
dle
scho
ol y
ears
it w
as a
nim
port
ant c
onsi
dera
tion
for
Lyd
ia a
nd M
ary.
My
mid
dle
scho
ol te
ache
rs e
xtin
guis
hed
any
spar
k of
enth
usia
sm w
ith th
eir
dry
tech
nica
l, an
d bo
ring
clas
ses.
Ine
ver
felt
a co
nnec
tion
to th
e sc
ienc
e in
cla
ss to
the
scie
nce
inm
y ev
eryd
ay li
fe. I
thin
k m
y te
ache
rs d
id n
ot e
mph
asiz
epo
sitiv
e at
titud
es, t
hink
ing
skill
s, a
nd in
tere
stin
g sc
ienc
ein
form
atio
n be
caus
e th
ey w
ere
not e
nthu
sias
tic a
bout
the
subj
ect t
hem
selv
es. (
Lydi
a)
A f
ew s
tude
nts
wer
e ab
le to
mak
e so
me
conn
ectio
ns b
etw
een
scho
ol s
cien
cean
d th
e "e
very
day
wor
ld,"
mak
ing
refe
renc
es s
uch
is a
bette
r un
ders
tand
ing
eart
hqua
kes
afte
r ha
ving
stu
died
ear
th s
cien
ce.
i 4
Scie
nce
Aut
obio
grap
hies
7
At t
he h
igh
scho
ol le
vel,
the
lack
of
rele
vanc
e ag
ain
colo
red
som
e PE
Ts'
mem
orie
s of
sci
ence
. One
PE
T d
escr
ibe
it th
is w
ay:
Firs
t cla
ss o
f the
day
my
soph
omor
e ye
ar b
egan
with
chem
istr
y. T
his
is w
here
I re
ally
beg
an to
dis
like
scie
nce.
...F
rom
the
first
day
of c
lass
I fe
lt ov
erw
helm
ed a
nd lo
st d
urin
gle
ctur
es a
nd c
erta
inly
dur
ing
the
test
s. I
rem
embe
rw
onde
ring
why
do
I nee
d to
kno
w th
is, w
hat r
elev
ance
doe
s it
have
?. _
Che
mis
try
was
my
last
sci
ence
cla
ss in
hig
h sc
hool
.T
he th
ough
t of h
avin
g to
take
any
sci
ence
cla
sses
in c
olle
gesc
ared
me
to d
eath
. (K
arly
)
Thi
s ex
peri
ence
was
not
uni
que
to K
arly
, Kay
rel
ated
a s
imila
r la
ck o
fco
nnec
tion
betw
een
scie
nce
inst
ruct
ion
and
"rea
l lif
e."
I did
n't u
nder
stan
d th
e co
nnec
tions
of s
cien
ce to
my
life
upth
roug
h hi
gh s
choo
l. W
hat d
id a
tom
s ha
ve to
do
with
me?
Impo
rtan
t con
nect
ions
wer
e ne
ver
mad
e. I
thin
k on
e re
ason
is te
ache
rs tr
ying
to te
ach
the
book
and
onl
y th
e bo
ok(C
hapt
er 1
,2,
....
,18)
. My
teac
hers
nev
er s
how
ed a
nyim
agin
atio
n or
exc
item
ent a
bout
sci
ence
. No
one
told
me
why
che
mis
try
was
impo
rtan
t oth
er th
an, "
It w
ill g
et y
ou in
toco
llege
". (
Kay
)
For
one
PET
(C
yndy
) th
e la
ck o
f re
leva
ncy
cont
inue
d in
to th
e un
iver
sity
expe
rien
ce. H
owev
er, f
or o
ther
PE
Ts
the
scie
nce
sequ
ence
and
som
e of
the
inve
stig
ativ
e ac
tiviti
es h
ave
help
ed th
em to
dis
cove
r th
e re
leva
nce
of s
cien
ce to
thei
r liv
es w
hich
has
gen
eral
ly c
ause
d a
posi
tive
shif
t in
attit
udes
tow
ards
scie
nce.
vit
Col
lege
bro
ught
nat
ural
sci
ence
. I r
emem
ber
a co
mpu
ter
prog
ram
in la
b w
ere
we
trie
d to
abo
lish
the
outb
reak
of
Mal
aria
by
tria
l and
err
or. E
arth
sci
ence
mad
e se
nse
byex
plai
ning
why
thin
gs h
appe
n, a
nd h
elpe
d m
e to
like
sci
ence
.P
late
tect
onic
s w
as a
gre
at c
lass
. How
the
eart
h w
orks
isam
azin
g to
me.
Phy
sics
gav
e m
e id
eas
I had
nev
er th
ough
abou
t bef
ore
(iner
tia).
Ast
rono
my
was
mor
e to
thin
k an
dw
onde
r ab
out.
Nee
dles
s to
say
, I li
ke s
cien
ce n
ow. (
Kay
)
My
attit
ude
tow
ards
sci
ence
has
cha
nged
in r
espe
ct to
wha
tsc
ienc
e is
. I u
se to
thin
k th
at s
cien
ce w
as a
ll st
raig
ht fa
cts,
dry
and
sim
ple,
with
out a
ny r
eal e
xplo
ratio
n. A
nyth
ing
that
1-13
seem
ed in
tere
stin
g w
as n
ot v
iew
ed a
s sc
ient
ific
in m
y ey
es.
Now
, afte
r m
any
expe
rienc
es in
my
care
er a
s a
stud
ent,
I see
scie
nce
as s
omet
hing
I am
abl
e to
enj
oy. (
Sm
iley
face
)(T
onya
)
For
a fe
w s
tude
nts,
it w
as r
ealiz
atio
n th
at th
ey w
ould
soo
n be
res
pons
ible
for
teac
hing
you
ng c
hild
ren
scie
nce
that
bec
ame
an im
port
ant f
ilter
in h
ow th
eyvi
ewed
thei
r un
iver
sity
sci
ence
exp
erie
nce.
In C
hem
101
and
ear
th s
cien
ce I
bega
n to
rel
ate
to s
cien
ce o
na
diffe
rent
leve
l, an
d th
is w
as b
ecau
se I
wou
ld b
e re
spon
sibl
eto
teac
h it
to m
y cl
ass.
My
attit
ude
had
to c
hang
e, b
ut n
otth
roug
h th
e le
ctur
es; i
t was
mai
nly
thro
ugh
the
labs
. I w
asle
arni
ng a
ctiv
ities
that
I co
uld
use
in th
e fu
ture
, and
gai
ning
expe
rienc
es m
ostly
from
wha
t the
han
ds-o
n pr
ojec
ts th
at w
ere
invo
lved
in th
e la
bs. (
Liza
)
Still
, in
this
cas
e of
see
ing
scie
nce
as s
omet
hing
to b
e ta
ught
, the
re is
no
reas
onto
ass
ume
that
"ha
nds-
on"
scie
nce
mea
ns a
n in
vest
igat
ive
or in
quir
y ap
proa
chto
the
subj
ect r
athe
r th
an a
n ac
tivity
ric
h su
bjec
t.In
gen
eral
, thr
ough
thei
rw
ritin
g of
han
ds-o
n ex
peri
ence
s, th
e PE
Ts
do n
ot e
xpre
ss th
e co
ncep
tion
ofsc
ienc
e as
a w
ay o
f kn
owin
g or
con
stru
ctin
g kn
owle
dge.
Impa
cts
of T
each
ers
It w
as m
y ph
ysic
inst
ruct
or M
s. W
. who
cha
nged
my
outlo
okon
sci
ence
. She
pre
sent
ed P
hysi
cs in
a w
ay w
hich
cou
ld o
nly
enlig
hten
. I n
ow s
ee th
e w
orld
in w
ays
I had
nev
er b
efor
e.(D
elila
)
Tea
cher
s w
ere
men
tione
d in
33
(59%
) of
the
essa
ys. T
he p
erce
ived
impa
cts
of th
ese
peop
le w
ere
ofte
n re
late
d in
term
s th
at w
ere
code
d as
str
ongl
ypo
sitiv
e or
str
ongl
y ne
gativ
e.
At t
he e
lem
enta
ry le
vel t
each
ers
cont
ribu
ted
to p
ositi
ve m
emor
ies
ofsc
ienc
e fo
r fo
ur s
tude
nts,
for
exa
mpl
e.
In e
lem
enta
ry s
choo
l, I r
emem
ber
look
ing
forw
ard
to g
oing
tosc
ienc
e cl
ass.
One
rea
son,
was
that
I ab
solu
tely
ado
red
my
scie
nce
teac
her.
He
was
ver
y ni
ce a
nd fa
ther
ly to
me.
So
Ial
way
s ga
ve h
im m
y un
divi
ded
atte
ntio
n. (
Lake
isha
)
In c
ontr
ast,
one
wom
an w
ho h
as a
gen
eral
ly p
ositi
ve a
ttitu
de to
war
d
6
Scie
nce
Aut
obio
grap
hies
8
scie
nce,
rel
ated
wha
t to
her
was
a n
egat
ive
expe
rien
ce w
ith o
ne e
lem
enta
ryte
ache
r.
I do
rem
embe
r as
king
my
thir
d gr
ade
teac
her,
why
bir
ds c
ansi
t on
a w
ire
and
not g
et f
ried
. I r
emem
ber
that
so
wel
lbe
caus
e he
r an
swer
was
sim
ply
"I d
on't
know
." a
nd s
he le
ftit
at th
at. O
f co
urse
aft
er th
is ty
pe o
f re
spon
se I
nev
er a
sked
her
anot
her
scie
nce
rela
ted
ques
tion.
(Y
vette
)
Ano
ther
stu
dent
als
o pi
cked
up
on th
e va
lue,
or
lack
ther
e of
, tha
t her
teac
hers
plac
ed o
n sc
ienc
e in
stru
ctio
n.
Aft
er f
ive
year
s of
ele
men
tary
sci
ence
I d
id n
ot f
eel i
t was
an
impo
rtan
t par
t of
scho
ol. I
fel
t the
teac
hers
did
not
enj
oy it
or v
alue
the
time
spen
t tea
chin
g it.
I c
an r
emem
ber
a co
uple
of b
oys
in m
y fi
fth
grad
e cl
ass
aski
ng w
hy w
e di
d so
littl
esc
ienc
e. T
he te
ache
r re
spon
ded
that
we
just
did
not
hav
e th
etim
e to
do
mor
e. (
Shel
by)
Som
e st
uden
ts c
orre
late
d th
eir
lack
of
mem
orie
s of
sci
ence
with
thei
r la
ckof
mem
orie
s of
the
teac
hers
dur
ing
this
per
iod.
I do
n't r
emem
ber
who
my
scie
nce
teac
hers
wer
e, o
r w
hat
they
look
ed li
ke in
my
elem
enta
ry s
choo
l yea
rs. T
hat t
ells
me
a lo
t abo
ut h
ow im
port
ant s
cien
ce w
as to
me
back
then
if I
can'
t rem
embe
r w
ho m
y in
stru
ctor
s w
ere.
(M
aega
n)
It is
sad
to s
ay b
ut n
ot o
ne o
f m
y sc
ienc
e te
ache
rs le
ft a
nim
pres
sion
upo
n m
y br
ain.
(D
elila
)
At t
he m
iddl
e sc
hool
leve
l, PE
Ts
also
rep
orte
d th
e im
pact
of
teac
hers
inth
eir
reca
ll of
sci
ence
mem
orie
s. T
he le
ss d
esir
able
imag
es s
urfa
ced
in n
ine
ofth
e es
says
and
in a
dditi
on to
the
perc
eptio
ns o
f bo
ring
and
inep
t ins
truc
tion,
stud
ents
als
o re
coun
ted
case
s of
per
ceiv
ed g
ende
r bi
as a
nd s
exua
l har
assm
ent.
My
mid
dle
scho
ol s
cien
ce e
xper
ienc
e co
nsis
ted
of o
ne c
lass
in s
even
th g
rade
, req
uire
d of
cou
rse.
Mys
elf
and
the
rest
of
the
fem
ale
popu
latio
n sp
ent t
hat y
ear
tryi
ng to
hid
e ou
r ne
wly
deve
lope
d br
east
s fr
om a
teac
her
who
nee
ded
a th
erap
ist t
osa
y th
e le
ast.
Bei
ng a
s se
lf p
rote
ctio
n be
cam
e ou
r nu
mbe
ron
e go
al; I
don
't th
ink
I le
arne
d a
thin
g ab
out s
cien
ce o
f an
yki
nd. (
Kar
en)
vIt
In th
e 7t
h gr
ade
my
teac
her
was
ext
rem
ely
mea
n. H
e w
asin
to s
cien
ce, b
ut th
e on
ly p
eopl
e he
like
d to
wor
k w
ith w
ere
the
"sci
ence
ori
ente
d bo
ys "
. 1 a
sked
a q
uest
ion
once
and
got
repr
iman
ded
for
not l
iste
ning
. (R
enat
a)
Opp
osed
to th
ese
less
des
irab
le im
ages
, fou
rtee
n of
the
essa
ys m
entio
ned
posi
tive
infl
uenc
es o
f te
ache
rs. O
ne s
tude
nt e
loqu
ently
des
crib
ed h
er m
emor
yof
one
par
ticul
ar te
ache
r:
I di
dn't
star
t enj
oyin
g sc
ienc
e un
til s
ixth
gra
de. I
had
ate
ache
r w
ho th
e st
uden
ts c
alle
d D
oc' .
He
was
the
mos
tdo
wn
to e
arth
and
ope
n m
inde
d sc
ienc
e te
ache
r th
at I
had
.D
oc in
volv
ed h
is s
tude
nts
in m
any
expe
rim
ents
. In
his
clas
s I
had
oppo
rtun
ities
to e
xplo
re m
icro
scop
es, c
hem
ical
reac
tions
, pla
nt g
row
th a
nd d
evel
opm
ent,
anim
al o
rgan
s an
dth
e sk
elet
al s
yste
m. T
his
scie
nce
clas
s is
the
earl
iest
mem
ory
of s
cien
ce th
at I
can
rem
embe
r. P
roba
bly
beca
use
Doc
was
so in
flue
ntia
l. U
ntil
sixt
h gr
ade
scie
nce
with
Doc
I th
ough
t of
scie
nce
as b
eing
bor
ing
and
som
ethi
ng o
nly
nerd
s lik
ed.
..D
oc w
as th
e te
ache
r th
at m
ade
me
real
ize
that
my
attit
ude
abou
t sci
ence
is im
port
ant t
o su
ccee
d. D
oc m
ade
scie
nce
fun
for
the
stud
ents
. If
a su
bjec
t is
fun
to le
arn,
stu
dent
s w
ill lo
veto
exp
lore
it d
eepe
r. D
oc a
nd M
r. C
wer
e gr
eat t
each
ers,
but
also
mad
e th
eir
stud
ents
thin
k ab
out q
uest
ions
. The
sete
ache
rs g
ave
the
info
rmat
ion
need
ed a
nd m
ade
the
stud
ents
thin
k ab
out q
uest
ions
and
ans
wer
them
. (Sh
elly
)
Not
e th
at in
this
pas
sage
, tha
t the
teac
her
not o
nly
mad
e Sh
elly
thin
k ab
out h
erat
titud
es a
nd th
e su
bjec
t, he
als
o pr
ovid
ed o
ppor
tuni
ties
for
the
stud
ents
toac
tivel
y en
gage
in s
cien
ce.
Rem
inis
cenc
es a
bout
hig
h sc
hool
teac
hers
run
the
spec
trum
fro
men
thus
iast
ic, k
now
ledg
eabl
e te
ache
rs to
thos
e w
ho ta
ught
sci
ence
in a
"du
ll,bo
ring
, mon
oton
e."
Acr
oss
the
sam
ple,
ther
e w
ere
15 p
assa
ges
that
mad
epo
sitiv
e re
fere
nces
to h
igh
scho
ol te
ache
rs a
nd n
ine
that
wer
e m
ore
nega
tive.
Am
ong
the
posi
tive
attr
ibut
es a
re d
escr
iptio
ns o
f te
ache
rs th
at m
ade
scie
nce
inte
rest
ing
and
rele
vant
, tha
t tho
roug
hly
enjo
yed
thei
r su
bjec
t mat
ter,
one
to th
eex
tent
of
dres
sing
up
as G
rego
r M
ende
l, an
d th
at th
ey r
espe
cted
thei
r st
uden
ts.
Som
e of
the
mos
t poi
gnan
t pas
sage
s ill
ustr
ate
this
last
poi
nt. F
or e
xam
ple:
My
seni
or y
ear
I ha
d ph
ysio
logy
. Thi
s w
as g
reat
! O
urin
stru
ctor
did
a lo
t of
prac
tical
teac
hing
and
less
ons
thin
gs
Scie
nce
Aut
obio
grap
hies
9
that
I st
ill r
emem
ber
and
coul
d re
plic
ate
toda
y. T
he m
ost
impo
rtan
t thi
ng I
can
lear
n fr
om th
is e
xper
ienc
e an
d he
rte
achi
ng is
that
she
trea
ted
the
stud
ents
with
res
pect
. She
valu
ed w
ho w
e w
ere,
as
wel
l as
the
ques
tions
that
we
rais
edin
cla
ss. S
he h
ad a
ver
y op
en a
ttitu
de in
cla
ss th
at c
reat
ed a
very
ope
n at
mos
pher
e th
at le
nt it
self
to a
lot o
f lea
rnin
g an
dex
plor
atio
n. T
here
was
nev
er a
thre
at o
f ask
ing
"stu
pid"
ques
tions
or
a pe
nalty
for
mis
take
s in
cla
ss a
ctiv
ities
. Thi
sop
en e
nviro
nmen
t hel
ped
us to
get
into
the
stud
y an
d re
ally
thin
k ab
out w
hat w
e w
ere
bein
g ta
ught
. All
beca
use
she
mad
e it
rele
vant
. (M
ary)
As
with
the
mid
dle
scho
ol e
xam
ple,
in M
ary'
s pa
ssag
e w
e se
e a
teac
her
that
not
only
mod
el's
app
ropr
iate
atti
tude
s in
the
clas
sroo
m, b
ut a
lso
one
who
str
uctu
res
oppo
rtun
ities
for
her
stu
dent
s to
"do
" sc
ienc
e. T
his
pass
age
stan
ds in
sha
rpre
lief
to s
ome
of R
enat
a's
nega
tive
expe
rien
ces
with
her
hig
h sc
hool
teac
hers
.
Hig
h sc
hool
bio
logy
was
a d
isas
ter
beca
use
the
teac
her
love
dto
tort
ure
stud
ents
by
chas
ing
them
with
the
spec
imen
s....
The
n fo
r an
atom
y an
d ph
ysio
logy
the
7th
grad
eni
ghtm
are[
teac
her]
ret
urne
d. H
e w
as w
orse
than
eve
r. B
utth
is ti
me
he ju
st d
idn'
t car
e. H
e w
ould
pla
n hi
s ba
sket
ball
sche
dule
s. (
Ren
ata)
The
fac
ulty
in th
e el
emen
tary
sci
ence
pro
gram
wer
e an
impo
rtan
t ele
men
tof
the
colle
giat
e ex
peri
ence
s th
at w
ere
cite
d in
twel
ve o
f th
e au
tobi
ogra
phie
s.T
onya
rep
rese
nts
the
sent
imen
ts o
f th
ose
that
spo
ke in
gen
eral
term
s.
My
prof
esso
rs h
ave
play
ed a
larg
e pa
rt in
cha
ngin
g m
yfe
elin
gs b
y be
ing
enth
usia
stic
in w
hat t
hey
teac
h, a
nd b
eing
able
to r
epre
sent
sci
ence
hol
istic
ally
rat
her
than
in ju
st o
nedi
men
sion
. (T
onya
)
Oth
er P
ET
s m
ade
men
tion
of in
divi
dual
s an
d de
scri
bed
the
way
thes
e fa
culty
mem
bers
con
duct
ed th
eir
clas
ses.
Aga
in, e
nthu
sias
m to
war
d th
e su
bjec
t mat
ter
and
conn
ectin
g th
e co
ncep
ts to
stu
dent
s liv
es w
ere
freq
uent
ly m
entio
ned
inth
ese
desc
ript
ions
.
Non
-For
mal
Exp
erie
nces
As
for
my
own
pers
onal
exp
erie
nces
out
side
of s
choo
l Ire
mem
ber
a lo
t.(C
olon
)
vlt
Stud
ents
that
had
ric
h no
n-fo
rmal
exp
erie
nces
in s
cien
ce o
ften
sus
tain
edan
inte
rest
in, a
nd p
ositi
ve a
ttitu
de to
war
d, s
cien
ce e
ven
whe
n th
e fo
rmal
scho
ol-b
ased
sci
ence
was
a n
egat
ive
expe
rien
ce. F
or e
xam
ple,
Mik
e fe
els
that
mos
t of
his
inte
rest
in s
cien
ce c
omes
for
m h
is e
xper
ienc
es o
utsi
de o
f sc
hool
...
I loo
k ba
ck o
n m
y sc
ienc
e ba
ckgr
ound
and
feel
sci
ence
illite
rate
. I b
elie
ve th
at I
lear
ned
very
littl
e in
sch
ool,
and
alm
ost a
ll of
my
good
exp
erie
nces
wer
e at
hom
e w
ith m
ych
emis
try
set a
nd m
icro
scop
e. I
cons
ider
mys
elf l
ucky
thou
gh, I
stil
l lik
e sc
ienc
e an
d m
y pe
rson
al in
tere
st in
it h
asat
leas
t hel
ped
me
in ta
king
the
first
ste
p to
war
ds s
cien
celit
erac
y.(
Mik
e)
..and
that
thes
e no
n-fo
rmal
exp
erie
nces
hav
e su
stai
ned
his
inte
rest
in th
esu
bjec
t. H
owev
er, s
tude
nts
who
lack
ed th
ese
expe
rien
ces
had
to d
epen
d so
lely
on th
e w
ay th
ey e
xper
ienc
ed s
cien
ce in
sch
ool i
n fo
rmin
g th
eir
attit
udes
tow
ards
the
subj
ect..
Thi
rty
five
of
the
stud
ents
(63
%)
refe
rred
to n
on-f
orm
al o
r ou
t-of
-sch
ool
expe
rien
ces
in th
eir
scie
nce
auto
biog
raph
ies.
The
pro
mpt
for
this
par
t of
the
essa
y re
ferr
ed to
a p
erso
nal d
escr
iptio
n of
exp
erie
nces
with
sci
ence
, in
or o
ut o
fsc
hool
, thr
ough
teac
hers
, fri
ends
, par
ents
, mus
eum
s, m
agaz
ines
, TV
, and
oth
erso
urce
s. M
ost o
f th
e PE
Ts'
spe
cifi
c re
fere
nces
ref
erre
d to
eith
er p
eopl
e or
venu
es s
uch
as m
useu
ms,
cam
ping
trip
s, o
r th
e ho
me
envi
ronm
ent w
here
scie
nce
was
exp
erie
nced
.
Pare
nts
had
a si
gnif
ican
t pos
itive
eff
ect f
or th
irte
en s
tude
nts
(23%
) in
stru
ctur
ing
the
non-
form
al s
cien
ce e
xper
ienc
es. Y
vette
is o
ne e
xam
ple
of a
supp
ortiv
e ho
me
envi
ronm
ent c
ontr
ibut
ing
to a
pos
itive
atti
tude
tow
ards
scie
nce.
Whe
n I w
as y
oung
, I w
ante
d an
inve
ntor
s se
t, m
icro
scop
e, o
rte
lesc
ope
for
Chr
istm
as, b
ut w
e w
ere
too
poor
to b
uy o
ne, s
oI m
ade
do w
ith m
agni
fyin
g gl
asse
s fr
om o
ut o
f cra
cker
jack
or c
erea
l box
es. I
rem
embe
r co
nduc
ting
expe
rimen
ts fr
omth
e th
ings
I sa
w o
n "N
ewto
n's
App
le"
or r
epea
ting
thin
gsth
at w
e di
d in
cla
ss a
t hom
e fo
r m
y m
om, o
r an
y of
the
thin
gsin
my
book
that
we
didn
't do
in c
lass
. My
mom
wat
ched
"Wild
Kin
gdom
with
my
brot
hers
and
sis
ter
and
I fai
thfu
lly,
she
also
bou
ght u
s lit
tle s
cien
ce a
nd w
ildlif
e m
agaz
ines
. /ha
d a
rock
and
bug
col
lect
ion
and
until
this
day
I st
ill g
o fo
rna
ture
wal
ks c
olle
ctin
g ro
cks,
leav
es a
nd in
tere
stin
g th
ings
I 20
Scie
nce
Aut
obio
grap
hies
10
find
. (Y
vette
)
Thi
s ki
nd o
f fa
mily
bac
kgro
und
is s
een
play
ed o
ut in
Yve
tte's
atti
tude
tow
ards
scie
nce,
"I
love
d sc
ienc
e an
d st
ill d
o."
Thr
ee s
tude
nts
mad
e re
fere
nce
to th
e im
port
ance
of
rece
nt in
tera
ctio
nsw
ith c
hild
ren
as in
flue
ncin
g th
eir
attit
udes
tow
ard
scie
nce.
As
one
mot
her
rela
ted,
"M
y in
tere
st in
sci
ence
sta
rted
whe
n m
y th
ree
child
ren
ente
red
scho
olan
d st
arte
d to
ent
er th
e sc
ienc
e fa
ir e
ach
year
(D
ella
)."
The
oth
er tw
o PE
Ts
mad
e re
fere
nce
to w
ork
rela
ted
expe
rien
ces
with
chi
ldre
n in
chi
ld-c
are
faci
litie
san
d th
e en
joym
ent t
he c
hild
ren
had
in e
xplo
ring
sci
ence
act
iviti
es.
Tw
elve
of
the
thir
ty-f
ive
stud
ents
mad
e re
fere
nces
to s
cien
ce b
ased
tele
visi
on s
how
s: M
r. W
izar
d, B
eakm
an's
Wor
ld, N
atio
nal G
eogr
aphi
cSp
ecia
ls, W
ild K
ingd
om, a
mon
g ot
hers
. Som
e PE
Ts
mad
e re
fere
nce
tow
atch
ing
thes
e pr
ogra
ms
as c
hild
ren
with
oth
er f
amily
mem
bers
whi
le o
ther
sha
ve o
nly
rece
ntly
beg
un tu
ning
in to
thes
e pr
ogra
ms
as a
way
to e
xper
ienc
esc
ienc
e.
Gen
eral
Atti
tude
s T
owar
ds S
cien
ce
I pe
rson
ally
fou
nd s
cien
ce to
be
grea
t.(J
osh)
If a
ttitu
de to
war
ds s
cien
ce is
a c
onse
quen
ce o
f si
gnif
ican
t per
sona
l and
prof
essi
onal
exp
erie
nces
, the
n th
e ty
pes
of e
xper
ienc
es th
at h
ave
been
ana
lyze
dab
ove
cont
ribu
te to
how
thes
e st
uden
ts v
iew
sci
ence
and
sci
ence
teac
hing
.
Abo
ut h
alf
of th
e st
uden
ts s
tart
ed th
eir
essa
ys w
ith a
gen
eral
sta
tem
ent
abou
t the
ir e
xper
ienc
es o
r at
titud
es to
war
d sc
ienc
e. S
even
teen
(30
%)
wer
edi
stin
ctly
pos
itive
and
are
cha
ract
eriz
ed b
y st
atem
ents
suc
h as
"I
have
alw
ays
been
inte
rest
ed in
sci
ence
.....
I lo
ved
scie
nce
and
still
do
(Yve
tte).
" "S
cien
ceha
s al
way
s fa
scin
ated
me
but I
hav
e ne
ver
had
time
to d
evel
op th
e in
tere
st f
ully
(Ken
t)."
Oth
er s
tude
nts
wer
e a
little
mor
e am
biva
lent
, cha
ract
eriz
ed b
y su
chst
atem
ents
as
"I'v
e ne
ver
been
ver
y go
od in
sci
ence
, but
I'v
e al
way
s be
enfa
scin
ated
by
it (A
ngie
)."
Tw
elve
(21
%)
of th
e PE
Ts
desc
ribe
d a
mor
e ne
gativ
e at
titud
e to
war
dssc
ienc
e. T
hese
sta
tem
ents
incl
ude:
"I
real
ly c
ould
not
tell
you
wha
t I th
ink
scie
nce
invo
lves
just
bec
ause
I d
o no
t hav
e a
true
love
for
it. (
Kat
hy).
" "
Ido
n't r
emem
ber
ever
liki
ng s
cien
ce, m
aybe
just
tole
ratin
g it
(Ang
ie)"
and
"I
didn
't re
ally
like
sci
ence
in e
lem
enta
ry s
choo
l, or
for
that
mat
ter;
in h
igh
scho
ol.
I fe
lt lik
e it
was
just
som
ethi
ng th
at I
had
to d
o, a
req
uire
men
t nee
ded
to g
o on
vlt
2 1
to th
e ne
xt g
rade
leve
l or
to g
radu
ate
(Mae
gan)
."
All
PET
s w
ere
aske
d to
end
thei
r es
say
by c
ompl
etin
g th
e st
atem
ent,
"Sci
ence
is...
.."
For
ty-f
our
(79%
) co
mpl
eted
the
stat
emen
t in
a ba
sica
llypo
sitiv
e m
anne
r, w
ith a
nsw
ers
rang
ing
from
"fu
n" a
nd "
exci
ting"
(6
essa
ys)
tom
ore
desc
ript
ive
resp
onse
s su
ch a
s ".
..the
stu
dy o
f lif
e an
d th
e en
viro
nmen
t(K
rist
y)."
Thr
ee s
tude
nts
com
plet
ed th
e st
atem
ent i
n a
mor
e am
biva
lent
man
ner,
e.g
. "...
som
ethi
ng I
wis
h I
had
a be
tter
unde
rsta
ndin
g of
. (D
avid
)" a
nd".
..int
eres
ting,
cha
lleng
ing,
fru
stra
ting.
(K
ern)
" Fo
ur s
tude
nts
com
plet
ed th
est
atem
ent i
n a
way
that
was
inte
rpre
ted
as a
neg
ativ
e vi
ew o
f sc
ienc
e, e
.g. "
...a
big
clou
d of
som
ethi
ng th
at is
som
etim
es v
ery
bori
ng a
nd c
onfu
sing
.(C
yndy
)" a
nd "
...a
lot l
ike
mat
h in
my
eyes
... a
tech
nica
l fie
ld w
ith w
hich
Iha
ve li
ttle
expe
rtis
e. (
Ale
xia)
"
The
se s
tate
men
ts r
evea
l tha
t the
re is
a w
ide
rang
e of
atti
tude
s to
war
dssc
ienc
e am
ong
the
pres
ervi
ce e
lem
enta
ry te
ache
rs in
this
stu
dy b
ut th
at m
ost o
fth
e PE
Ts
are
will
ing
to ta
ke a
pos
itive
app
roac
h to
war
ds s
cien
ce, e
spec
ially
whe
n th
at a
ttitu
de is
sup
port
ed b
y po
sitiv
e ex
peri
ence
s in
sci
ence
edu
catio
n.So
me
of th
is w
illin
gnes
s is
exp
lore
d be
low
in P
ET
s vi
sion
s of
sci
ence
teac
hing
.
Ref
lect
ion
and
Vis
ions
of
Scie
nce
Tea
chin
g
My
reco
llect
ion
of s
cien
ce m
ade
me
thin
k ha
rd. I
rea
lize
that
I h
ave
mis
sed
out o
n a
hunk
of
impo
rtan
t inf
orm
atio
n. I
tis
not
too
late
. I c
an n
ot d
o th
at a
s a
teac
her
and
depr
ive
my
stud
ents
of
scie
nce.
I h
ope
to v
iew
sci
ence
mor
e po
sitiv
ely.
Iw
ill g
o in
to th
is c
lass
and
my
futu
re c
lass
room
with
the
righ
tat
titud
e. M
ore
teac
hers
sho
uld
do th
e sa
me.
(L
atoy
a)
Thr
ough
out t
he e
ssay
s, s
tude
nts
com
men
ted
on th
e di
ffic
ulty
in r
ecal
ling
spec
ific
sci
ence
exp
erie
nces
. Man
y co
nclu
ded
that
this
was
due
the
fact
that
they
sel
dom
"di
d" s
cien
ce a
s op
pose
to r
ead
abou
t sci
ence
. Kar
en a
lso
mad
e a
poin
t, th
at: I th
ink
how
ever
, we
have
fai
led
to m
ake
the
dist
inct
ion
betw
een
rem
embe
red
expe
rien
ces
and
reta
ined
kno
wle
dge
and
unde
rsta
ndin
g. (
Whi
le I
do
not r
emem
ber
stud
ying
spac
e, s
omew
here
alo
ng th
e lin
e so
meo
ne ta
ught
me
man
ylit
tle f
acts
I s
till r
emem
ber.
) (K
aren
)
Lik
e L
atoy
a ab
ove,
Tif
fany
and
Sar
ah a
lso
foun
d th
at th
e ex
erci
se m
ade
them
thin
k ab
out t
heir
exp
erie
nces
in s
cien
ce a
nd h
ow th
ey m
ight
aff
ect t
heir
futu
re te
achi
ng. T
iffa
ny c
oncl
udes
:
2
Scie
nce
Aut
obio
grap
hies
11
I fin
d th
at s
omew
here
alo
ng th
e w
ay in
life
I gr
ew to
vie
wsc
ienc
e ve
ry n
egat
ivel
y. I
am d
oing
my
best
to tr
y an
dch
ange
that
. ..1
hav
e ne
gativ
e fe
elin
gs a
bout
sci
ence
and
ther
efor
e w
ould
tend
to ig
nore
it. T
hat i
s no
t fai
r to
the
child
ren
I tea
ch a
nd w
ork
with
. I w
ant t
o he
lp th
em le
arn
toen
joy
it. It
is im
port
ant t
hat I
cha
nge
my
attit
ude.
I do
thin
kth
at I
have
mad
e a
good
sta
rt a
t it s
o fa
r. (
Tiff
any)
Alth
ough
the
essa
y pr
ompt
ask
ed th
e st
uden
ts to
ref
lect
on
the
natu
re o
fth
e sc
ienc
e in
stru
ctio
n th
ey r
ecal
led,
it d
id n
ot e
xplic
itly
ask
the
PET
s to
desc
ribe
thei
r vi
sion
s of
wha
t sci
ence
teac
hing
sho
uld
be o
r ho
w th
ey w
ould
appr
oach
the
teac
hing
of
scie
nce
in th
eir
clas
sroo
ms.
How
ever
, thi
s vi
sion
ing
seem
ed to
be
a na
tura
l con
clus
ion
to th
eir
refl
ectio
ns f
or s
ever
al s
tude
nts.
Tw
enty
fiv
e st
uden
ts (
45%
) m
ade
stat
emen
ts o
r cl
aim
s ab
out w
hat t
hey
belie
vesc
ienc
e in
stru
ctio
n sh
ould
look
like
or
how
they
inte
nd to
teac
h sc
ienc
e in
thei
rfu
ture
cla
ssro
oms.
Muc
h of
this
vis
ion
is b
ased
on
the
com
pari
son
with
thei
row
n ex
peri
ence
s, a
s th
ey w
ere
reca
lled
duri
ng th
is e
xerc
ise.
As
may
be
antic
ipat
ed, a
"ha
nds-
on"
emph
asis
was
str
ongl
y en
visi
oned
inth
e cl
assr
oom
by
thes
e st
uden
ts.
I kno
w fr
om m
y el
emen
tary
sch
ool t
each
ers'
mis
take
s th
at I
will
use
mos
tly h
ands
-on
activ
ities
whe
n I b
egin
to te
ach,
rath
er th
an m
emor
izat
ion
and
lear
ning
of s
peci
fic te
rms.
(Hill
ary)
.
Ele
men
tary
chi
ldre
n ne
ed to
hav
e ac
tual
han
ds-o
n to
lear
nan
d gr
asp
idea
s. A
s so
on a
s I g
ot th
ese
oppo
rtun
ities
insc
ienc
e I s
tart
ed to
enj
oy it
and
act
ually
lear
n so
met
hing
. Ipl
an to
use
my
own
expe
rienc
es to
be
a be
tter
scie
nce
teac
her
and
teac
h w
hole
sci
ence
with
man
y di
ffere
nt w
ays
to le
arn
and
gras
p ne
w id
eas.
(S
helb
y)
I fin
d th
e th
ings
I re
mem
ber
abou
t sci
ence
are
mos
tly th
eha
nds-
on to
pics
. (W
ow, w
hat a
n id
ea...
let t
he k
ids
expl
ore
and
try
thin
gs o
ut.)
I fe
el th
at w
ith s
ome
dire
ctio
n an
dco
nnec
tions
to c
once
pts
from
the
teac
her,
the
hand
s-on
appr
oach
is e
ffect
ive
and
mem
orab
le fo
r ki
ds. (
Kay
)
Rel
ated
to th
is v
isio
n is
an
emph
asis
on
the
proc
ess
natu
re o
f sc
ienc
eas
evid
ence
d in
Cas
ey's
sta
tem
ent:
vlt
Alth
ough
I di
dn't
have
a v
ery
dyna
mic
intr
oduc
tion
to th
ear
eas
of s
cien
ce d
urin
g m
y ea
rly y
ears
, I h
ave
form
ed a
nap
prec
iatio
n fo
r th
e go
als
and
idea
ls o
f sci
ence
...
As
ate
ache
r I w
ould
like
to e
ncou
rage
stu
dent
s to
vie
w s
cien
ce a
sle
arni
ng, e
xplo
ring
and
disc
over
ing
the
wor
ld a
roun
d us
, as
Ido
. (C
asey
)
Mak
ing
expl
icit
conn
ectio
ns o
r re
leva
nce
to th
e "r
eal w
orld
" an
d ap
proa
chin
gsc
ienc
e m
ore
inte
rdis
cipl
inar
ily w
ere
othe
r fe
atur
es o
f th
e en
visi
oned
clas
sroo
ms.
And
fin
ally
, the
PE
T's
als
o en
visi
oned
intr
oduc
ing
an e
lem
ent o
ffu
n in
to th
eir
scie
nce
inst
ruct
ion.
Ref
lect
ing
on m
y sc
ienc
e ed
ucat
ion,
I re
aliz
e th
at I
mis
sed
out
on a
lot.
My
clas
ses
coul
d've
bee
n m
ore
inte
rest
ing
and
fun.
I wan
t to
mak
e m
y cl
assr
oom
fun
so th
at th
e ch
ildre
n en
joy
scie
nce
and
othe
r su
bjec
ts a
nd d
on't
thin
k of
them
as
diffi
cult
and
borin
g. (
Ann
e)
Dis
cuss
ion
So w
hat d
o sc
ienc
e au
tobi
ogra
phie
s te
ll us
abo
ut P
ET
s' e
xper
ienc
es in
scie
nce
and
scie
nce
educ
atio
n? T
hey
reve
al th
at P
ET
s ha
ve h
ad a
ran
ge o
fex
peri
ence
s in
bot
h sc
hool
-bas
ed a
nd n
on-f
orm
al s
cien
ce. M
any
of e
xper
ienc
esca
n be
cha
ract
eriz
ed a
s po
sitiv
e or
des
irab
le e
xper
ienc
es in
sci
ence
or
asne
gativ
e, u
ndes
irab
le e
xper
ienc
es. O
n th
e po
sitiv
e si
de a
re m
any
of th
e ac
tive,
hand
s-on
exp
erie
nces
that
stu
dent
s ha
ve h
ad a
nd e
xper
ienc
es in
sci
ence
with
peop
le, e
spec
ially
teac
hers
and
par
ents
, who
wer
e en
thus
iast
ic a
nd in
tere
sted
abou
t the
sub
ject
are
a. O
n th
e ne
gativ
e si
de a
re e
xper
ienc
es c
hara
cter
ized
by
read
ing
text
boo
ks a
nd c
ompl
etin
g w
orks
heet
s, a
con
tent
app
roac
h th
at is
oft
endi
scon
nect
ed f
rom
exp
erie
nces
in th
e ev
eryd
ay w
orld
. Als
o on
the
nega
tive
side
are
inte
ract
ions
with
oth
ers,
oft
en te
ache
rs, w
ho e
xhib
ited
little
inte
rest
inth
e su
bjec
t or
disr
espe
ct o
f th
e st
uden
ts. F
urth
erm
ore,
thes
e re
calle
dex
peri
ence
s w
ere
used
by
the
PET
s to
just
ify
why
they
like
or
do-n
ot-l
ike
scie
nce,
and
so,
at l
east
in th
eir
min
ds, c
ontr
ibut
ed to
thei
r at
titud
es to
war
dssc
ienc
e an
d sc
ienc
e te
achi
ng.
In th
eir
reca
ll of
the
pre-
colle
ge s
cien
ce e
xper
ienc
es, t
he s
cien
ceau
tobi
ogra
phie
s in
this
stu
dy d
id n
ot d
iffe
r gr
eatly
fro
m th
e es
says
des
crib
ed b
yY
oung
and
Kel
logg
(19
93).
But
in th
e re
call
of th
e ex
peri
ence
s in
sci
ence
clas
ses
in th
e pr
ofes
sion
al d
evel
opm
ent p
rogr
am th
e ex
peri
ence
s do
dif
fer.
At
the
univ
ersi
ty w
here
You
ng a
nd K
ello
gg c
ondu
cted
thei
r st
udy,
the
PET
ste
nded
to e
nrol
l in
non-
labo
rato
ry s
cien
ce c
ours
es f
or th
e m
inim
um n
umbe
r of
Scie
nce
Aut
obio
grap
hies
12
cred
its (
6) r
equi
red.
The
ir d
escr
iptio
ns o
f th
e co
llege
leve
l sci
ence
inst
ruct
ion
was
alm
ost b
alan
ced
betw
een
the
num
ber
of f
avor
able
(n=
22 )
and
unf
avor
able
(n=
22)
com
men
ts. I
n co
ntra
st, t
he c
omm
ents
on
colle
ge le
vel s
cien
ce c
ours
esin
this
stu
dy a
re m
ore
favo
rabl
e (n
= 3
3) th
an u
nfav
orab
le (
n= 7
). T
he p
ositi
veco
llege
leve
l exp
erie
nces
by
the
PET
s in
this
stu
dy a
re la
rgel
y in
ref
eren
ce to
the
elem
enta
ry s
cien
ce s
eque
nce
cour
ses.
The
sci
ence
cou
rses
in th
is e
lem
enta
ry s
cien
ce p
rogr
am a
re e
spec
ially
desi
gned
for
PE
Ts
and
emph
asiz
e ha
nds-
on le
arni
ng th
at p
lace
s th
e co
nten
t in
the
cont
ext o
f te
achi
ng s
cien
ce in
the
elem
enta
ry s
choo
l and
aff
ord
the
PET
sw
ith th
e op
port
unity
to c
arry
out
sim
ple
inve
stig
atio
ns. T
he s
tude
nts
that
refl
ecte
d on
thei
r sc
ienc
e co
urse
-wor
k in
this
pro
gram
had
bas
ical
ly p
ositi
veex
peri
ence
s, s
ome
to th
e ex
tent
of
reve
rsin
g pr
ior
nega
tive
attit
udes
tow
ards
scie
nce.
Thi
s in
terp
reta
tion
of th
e PE
Ts
scie
nce
auto
biog
raph
ies
is c
ongr
uent
with
Wyl
o's
(199
3) q
uant
itativ
e st
udy
of 3
78 P
ET
s en
rolle
d in
this
pro
gram
and
her
find
ings
that
the
phys
ics
and
biol
ogy
cour
ses
show
ed s
igni
fica
nt n
etpo
sitiv
e at
titud
e ch
ange
s to
war
d sc
ienc
e an
d sc
ienc
e te
achi
ng. W
ylo'
s su
rvey
of 3
8 al
umni
of
the
prog
ram
sho
wed
that
the
posi
tive
attit
udes
acq
uire
d in
the
prog
ram
per
sist
s ov
er ti
me.
The
aut
obio
grap
hies
rev
eal t
hat,
give
n an
opp
ortu
nity
to r
efle
ct o
n th
eir
colle
ctiv
e sc
ienc
e ex
peri
ence
s, th
e PE
Ts
can
begi
n to
rec
ogni
ze h
ow th
ese
expe
rien
ces
have
con
trib
uted
to th
eir
feel
ings
abo
ut s
cien
ce. B
ased
on
thei
rre
calle
d ex
peri
ence
s, P
ET
s th
en b
egin
to e
nvis
ion
how
they
wan
t to
appr
oach
scie
nce
inst
ruct
ion
in th
eir
clas
sroo
ms,
bui
ldin
g on
thei
r go
od e
xper
ienc
es a
ndav
oidi
ng th
e ba
d. O
ne o
f th
e ta
sks
of p
rofe
ssio
nal d
evel
opm
ent p
rogr
ams
is to
prov
ide
the
tool
s an
d ex
peri
ence
s by
whi
ch th
ese
PET
s ca
n co
nstr
uct a
nd e
nact
thei
r vi
sion
s.
Impl
icat
ions
for
Pro
fess
iona
l Dev
elop
men
t
My
reco
llect
ion
show
that
the
mos
t mem
orab
le r
ecol
lect
ions
revo
lve
arou
nd h
ands
-on
expe
rien
ces
and
lear
ning
to d
o by
doin
g. T
he b
ook
wor
k an
d th
e sk
ill s
heet
s ne
ver
are
mem
orab
le tw
enty
yea
rs d
own
the
road
, but
I w
ill n
ever
forg
et p
lant
ing
seed
s in
thir
d gr
ade.
The
con
cept
s ar
eim
port
ant,
but w
heth
er w
e ar
e te
achi
ng s
cien
ce o
r an
ythi
ngel
se w
e m
ust b
e su
re to
giv
e th
e st
uden
ts a
tang
ible
link
toso
met
hing
they
alr
eady
kno
w s
o th
at w
hat w
e te
ach
will
be
rem
embe
red
whe
n ne
eded
. (K
en)
Thr
ough
out t
heir
K-1
2 ed
ucat
ion,
mos
t PE
Ts
have
"co
vere
d" a
lot o
fsc
ienc
e co
nten
t; bu
t the
y ha
ve h
ad li
ttle
oppo
rtun
ity to
"D
O"
scie
nce.
Sci
ence
vlt
that
was
pre
sent
ed a
s co
ncep
ts a
nd d
efin
ition
s on
ly s
erve
d to
dev
elop
and
rein
forc
e ne
gativ
e at
titud
es to
war
ds th
e su
bjec
t. W
hile
the
hand
s-on
expe
rien
ces
wer
e th
e m
ost m
emor
able
exp
erie
nces
for
thes
e PE
Ts,
man
y of
the
"han
ds-o
n" a
ctiv
ities
des
crib
ed b
y th
e PE
Ts
are
sim
ply
scie
nce
rela
ted
activ
ities
and
not
act
ual i
nves
tigat
ions
.
Som
e in
vest
igat
ors
have
pos
tula
ted
that
han
ds-o
n ex
peri
ence
s du
ring
prof
essi
onal
dev
elop
men
t may
be
impo
rtan
t for
rev
ersi
ng e
arly
neg
ativ
eex
peri
ence
s (P
eder
sen
& M
cCur
dy, 1
992;
Hal
l, 19
92; R
amey
-Gas
sert
&Sh
roye
r, 1
992)
. A f
ew r
esea
rche
rs h
ave
foun
d th
at s
peci
ally
des
igne
d sc
ienc
eco
urse
wor
k th
at g
ives
PE
Ts
a ba
ckgr
ound
in s
cien
ce c
onte
nt th
roug
h sm
all
clas
ses
with
fre
quen
t han
ds-o
n in
vest
igat
ions
has
a s
igni
fica
nt e
ffec
t on
attit
udes
tow
ard
scie
nce
and
scie
nce
teac
hing
(St
efan
ich
& K
else
y, 1
989;
Wes
terb
ack,
198
2). T
his
wou
ld s
eem
to b
e th
e ca
se in
this
stu
dy.
The
res
ults
of
thes
e st
udie
s su
gges
t tha
t it i
s th
e ap
proa
ch to
the
subj
ect
mat
ter
that
is k
ey in
cre
atin
g po
sitiv
e at
titud
es to
war
d sc
ienc
e an
d sc
ienc
ete
achi
ng. T
hese
con
clus
ions
are
als
o ec
hoed
by
the
find
ings
of
Tob
ias
(199
0)in
her
cal
l for
inst
ruct
iona
l cha
nges
at t
he c
olle
ge le
vel.
Cou
rses
that
str
ess
inqu
iry
thro
ugh
hand
s-on
lear
ning
and
rea
l-w
orld
con
nect
ions
go
furt
her
info
ster
ing
a po
sitiv
e at
titud
e to
war
ds s
cien
ce th
an th
e m
ore
trad
ition
al c
onte
nthe
avy
cour
se. T
he e
vide
nce
of th
ese
PET
s ex
peri
ence
s do
es n
ot s
uppo
rt th
eco
mm
on s
trat
egy
of in
crea
sing
con
tent
req
uire
men
ts w
ithou
t con
side
ratio
n of
the
type
s of
sci
ence
s ex
peri
ence
s em
bedd
ed in
the
addi
tiona
l cou
rse
wor
k. T
his
is c
ongr
uent
with
Pie
l's a
nd G
reen
's (
1992
) co
nclu
sion
that
in s
pite
of
high
lyvi
sibl
e re
com
men
datio
ns f
or m
ore
exte
nsiv
e ac
adem
ic c
ours
e w
ork,
res
ults
indi
cate
the
impr
actic
ality
of
addr
essi
ng te
ache
r co
mpe
tenc
e th
roug
h ad
ded
cour
se w
ork
befo
re a
ppro
pria
te a
ttitu
de a
djus
tmen
t pro
cess
es h
ave
been
plan
ned
and
impl
emen
ted.
Oth
er s
peci
fic
attit
ude
adju
stm
ent p
roce
sses
are
des
crib
ed in
the
liter
atur
e.O
ne s
trat
egy
that
has
bee
n su
cces
sful
ly u
tiliz
ed b
y K
och
(199
3) is
an
"Int
ervi
ew-a
-Sci
entis
t" a
ssig
nmen
t tha
t hel
ps P
ET
s to
rec
ogni
ze s
tere
otyp
esab
out p
eopl
e w
ho d
o sc
ienc
e. A
long
tim
e ag
o, D
ewey
(19
33)
advo
cate
dre
flec
tive
wri
ting
as a
for
um f
or a
ddre
ssin
g at
titud
es, a
str
ateg
y th
at is
reg
aini
ngpo
pula
rity
. Ros
enth
al (
1991
) ha
s fo
und
cert
ain
refl
ectiv
e ex
erci
ses
such
as
jour
nals
, cas
e st
udie
s, a
nd r
ole-
play
ing
can
help
stu
dent
s co
nfro
nt th
eir
exis
ting
conc
eptio
ns o
f sc
ienc
e as
the
firs
t ste
p fo
r ch
ange
. The
se r
efle
ctiv
e ex
erci
ses
are
then
ext
ende
d by
app
roac
hing
sci
ence
con
tent
in a
mor
e pr
oces
s or
inve
stig
ativ
e m
anne
r. T
he s
cien
ce-a
utob
iogr
aphy
ass
ignm
ent f
rom
whi
ch th
isst
udy
is d
raw
n is
one
type
of
refl
ectiv
e ex
erci
se th
at c
an b
e us
ed to
initi
ate
anat
titud
e ad
just
men
t pro
cess
. As
seve
ral s
tude
nts
refl
ecte
d in
thei
r vi
sion
s of
scie
nce
teac
hing
, thi
s ex
erci
se m
ade
them
thin
k ab
out t
heir
exp
erie
nces
as
Scie
nce
Aut
obio
grap
hies
stud
ents
and
com
mit
them
selv
es to
giv
ing
thei
r st
uden
ts b
ette
r ex
peri
ence
s in
scie
nce. W
hile
cal
ling
for
refl
ectio
n by
the
wri
ters
, sci
ence
aut
obio
grap
hies
can
also
ser
ve th
e in
stru
ctor
by
heig
hten
ing
awar
enes
s of
stu
dent
s' e
xper
ienc
es,
fear
s an
d in
tere
sts.
App
ropr
iate
adj
ustm
ents
in c
ours
e co
nten
t may
then
be
enac
ted
to ta
ke a
dvan
tage
of
this
info
rmat
ion.
To
impr
ove
scie
nce
inst
ruct
ion
at th
e el
emen
tary
leve
l, pr
eser
vice
elem
enta
ry te
ache
rs n
eed
the
oppo
rtun
ity to
exp
erie
nce
soun
d, a
uthe
ntic
,ha
nds-
on a
nd in
quir
y-ba
sed
scie
nce
inst
ruct
ion.
Suc
h in
stru
ctio
nm
ust b
ein
corp
orat
ed in
to th
e pr
ofes
sion
al d
evel
opm
ent p
rogr
am a
s th
e m
ajor
ity o
fPE
Ts
do n
ot g
et th
is k
ind
of e
xper
ienc
e du
ring
the
K-1
2 ye
ars.
The
expe
rien
tial i
nstr
uctio
n sh
ould
als
o be
cou
pled
with
am
ple
oppo
rtun
ities
for
refl
ectio
n an
d pr
actic
e so
that
the
PET
s ca
n be
gin
to in
corp
orat
e th
is a
ppro
ach
to s
cien
ce e
duca
tion
into
thei
r ow
n te
achi
ng r
eper
toir
es.
vlt
13
App
endi
x: A
SSIG
NM
EN
T 1
: SC
IEN
CE
AU
TO
BIO
GR
APH
Y
Whe
n yo
u lo
ok a
t you
r ed
ucat
ion
thro
ugh
the
lens
of
"sci
ence
," w
hat d
oyo
u se
e? D
id y
ou h
ave
muc
h of
it?
Did
you
like
it"?
Hat
e it?
Did
you
eve
rev
en th
ink
abou
t it?
A s
cien
ce a
utob
iogr
aphy
is a
per
sona
l des
crip
tion
of y
our
expe
rien
ce w
ith s
cien
ce, i
n or
out
of
scho
ol, t
hrou
gh te
ache
rs, f
rien
ds, p
aren
ts,
mus
eum
s, m
agaz
ines
, TV
, and
oth
er s
ourc
es.
Freq
uent
ly, w
e br
ing
prec
once
ived
idea
s an
d be
liefs
toou
r sc
ienc
ele
arni
ng a
nd te
achi
ng e
xper
ienc
es. T
hese
are
form
ed b
y ou
r di
rect
exp
erie
nces
with
scie
nce,
the
peop
le w
e m
eet w
ho w
ork
insc
ienc
e, a
nd th
e pu
blic
ity s
cien
ce r
ecei
ves.
Plea
se th
ink
abou
t you
r ow
n pe
rson
alex
peri
ence
with
sch
ool s
cien
ce, s
cien
tists
,sc
ienc
e in
the
med
ia, a
nd s
cien
ce te
ache
rs. I
tdo
esn'
t mat
ter
how
lim
ited
or e
xten
sive
you
rex
peri
ence
s ar
e, o
nly
that
you
des
crib
e th
em.
Rel
ate
your
ear
liest
mem
orie
s of
sch
ool
scie
nce
and
your
rea
ctio
ns. W
rite
abo
ut y
our
expe
rien
ces
with
sch
ool s
cien
ce u
p to
the
pres
ent,
expl
aini
ng w
hat y
ou th
ink
the
stud
yof
sci
ence
invo
lves
. Wha
t hav
e yo
u gr
own
upto
bel
ieve
abo
ut th
e sc
ient
ists
them
selv
es?
Who
are
they
, and
wha
t do
they
do?
Clo
seyo
ur e
yes
and
visu
aliz
e a
scie
ntis
t - d
raw
a p
ictu
re o
f th
at s
cien
tist.
In w
hat w
ays
do y
our
reco
llect
ions
rep
rese
nt w
hole
sci
ence
? T
o w
hat
exte
nt d
id y
our
teac
hers
teac
h sc
ienc
e ac
cord
ing
to o
ur d
efin
ition
? W
hat d
oyo
u re
mem
ber
abou
t the
em
phas
is g
iven
to a
ttitu
des,
thin
king
ski
lls, a
ndsc
ienc
e in
form
atio
n? W
hy d
o yo
u th
ink
your
teac
hers
em
phas
ized
(or
did
not
emph
asiz
e) e
ach
of th
ese
part
s?
Fina
lly, b
ased
sol
ely
on y
our
own
pers
onal
exp
erie
nce
with
sci
ence
,pl
ease
com
plet
e th
is s
ente
nce:
"Sc
ienc
e is
...44
.
Be
as c
andi
d as
pos
sibl
e. T
his
wri
ting-
and-
thin
king
exe
rcis
e w
ill b
eyo
urfi
rst s
tep
tow
ard
scho
ol s
cien
ce te
achi
ng!
Scie
nce
Aut
obio
grap
hies
Bib
liogr
aphy
AA
AS:
Am
eric
an A
ssoc
iatio
n fo
r th
e A
dvan
cem
ent o
f Sc
ienc
e (1
989)
. Pro
ject
2061
: Sci
ence
for
All
Am
eric
ans,
Was
hing
ton,
D.C
.:
Bitn
er, B
. L. (
1993
). A
CT
Sci
ence
, c-B
ase
Scie
nce,
Col
lege
Sci
ence
Hou
rs, a
ndG
PA: P
redi
ctor
s of
Pre
serv
ice
Ele
men
tary
Tea
cher
s' a
ttitu
des
Tow
ard
the
Tea
chin
g of
Sci
ence
. In
Ann
ual m
eetin
g of
the
Nat
iona
lA
ssoc
iatio
n fo
r R
esea
rch
in S
cien
ce T
each
ing,
.A
tlant
a, G
A:
NA
RST
.
Bitn
er, B
. L. (
1994
). R
evis
ed S
cien
ce A
ttitu
de S
cale
for
Pre
serv
ice
Ele
men
tary
Tea
cher
s: R
e-ex
amin
ed. I
n A
nnua
l mee
ting
of th
e N
atio
nal
Ass
ocia
tion
for
Res
earc
h in
Sci
ence
Tea
chin
g, (
pp. 1
6). A
nahe
im,
CA
: NA
RST
.
Dew
ey, J
. (19
33)
Why
ref
lect
ive
thin
king
mus
t be
an e
duca
tiona
l aim
. In:
How
we
thin
k: A
res
tate
men
t of
the
rela
tion
of r
efle
ctiv
e th
inki
ng to
the
educ
ativ
e pr
oces
s, N
ew Y
ork,
NY
: D.C
. Hea
th a
nd C
o.
Dus
chl,
R. (
1983
). T
he e
lem
enta
ry le
vel s
cien
ce m
etho
ds c
ours
e: B
reed
ing
grou
nd o
f an
app
rehe
nsio
n to
war
d sc
ienc
e? J
ourn
al o
f Sc
ienc
eT
each
ing,
2.(
1, 7
45-7
54.
Ear
l, R
. D.,
& W
inke
ljohn
, D. R
. (19
77).
Atti
tude
s of
ele
men
tary
teac
hers
tow
ard
scie
nce
and
scie
nce
teac
hing
. Sci
ence
Edu
catio
n, a
, 45.
Hal
l, D
. A. (
1992
). T
he in
flue
nce
of a
n in
nova
tive
activ
ity-c
ente
red
biol
ogy
prog
ram
on
attit
udes
tow
ard
scie
nce
teac
hing
am
ong
pres
ervi
ceel
emen
tary
teac
hers
. Sch
ool S
cien
ce a
nd M
athe
mat
ics,
92(
5), 2
39-4
2.
Har
ty, H
., &
et.
al. (
1991
). U
nder
stan
ding
the
natu
re o
f sc
ienc
e an
d at
titud
esto
war
d sc
ienc
e an
d sc
ienc
e te
achi
ng o
f pr
eser
vice
ele
men
tary
teac
hers
in th
ree
prep
arat
ion
sequ
ence
s. J
ourn
al o
f E
lem
enta
ry S
cien
ceE
duca
tion,
3(1
),13
-22
.
Hau
ry, D
. L. (
1989
). T
he c
ontr
ibut
ion
of s
cien
ce lo
cus
of c
ontr
ol o
rien
tatio
n to
expr
essi
ons
of a
ttitu
de to
war
d sc
ienc
e te
achi
ng. J
ourn
al o
f R
esea
rch
inSc
ienc
e T
each
ing,
26(
6), 5
03-5
17.
Koc
h, J
. (19
93).
Fac
e to
Fac
e w
ith S
cien
ce M
isco
ncep
tions
. Sci
ence
and
vlt
14
Chi
ldre
n, 3
_Q(6
), 3
9-40
.
Led
erm
an, N
. G. (
1992
). S
tude
nts'
and
Tea
cher
s' C
once
ptio
ns o
f th
e N
atur
e of
Scie
nce:
A r
evie
w o
f th
e re
sear
ch. J
ourn
al o
f R
esea
rch
in S
cien
ceT
each
ing,
22(
4), 3
31-3
59.
Luc
as, K
. B. &
Doo
ley,
J. H
. (19
82).
Stu
dent
teac
hers
atti
tude
s to
war
d sc
ienc
ean
d sc
ienc
e te
achi
ng. J
ourn
al o
f E
lem
enta
ry s
cien
ce e
duca
tion,
12(
9),
805-
809.
Man
ning
, P. C
., E
sler
, W. K
., &
Bai
rd, J
. R. (
1982
). H
ow m
uch
scie
nce
isre
ally
bei
ng ta
ught
? Sc
ienc
e an
d C
hild
ren,
19,
40-
41.
MD
OE
: Mic
higa
n D
epar
tmen
t of
Edu
catio
n (1
991)
. Mic
higa
n E
ssen
tial G
oals
and
Obj
ectiv
es f
or S
cien
ce E
duca
tion
K-1
2: N
ew D
irec
tions
for
Scie
nce
Edu
catio
n in
Mic
higa
n, (
ME
GO
SE).
Edu
catio
nal P
olic
yR
epor
t. M
ichi
gan
Stat
e B
oard
of
Edu
catio
n, L
ansi
ng, M
ichi
gan.
Pede
rsen
, J. E
., &
McC
urdy
, D. W
. (19
92).
The
Eff
ects
of
Han
ds-O
n, M
inds
-O
n T
each
ing
Exp
erie
nces
on
Atti
tude
s of
Pre
serv
ice
Ele
men
tary
Tea
cher
s. S
cien
ce E
duca
tion,
/6(2
), 1
41-4
6.
Piel
, J. A
., &
Gre
en, M
. (19
92).
Edu
catio
nal a
ttitu
des
of P
rese
rvic
e T
each
ers.
or
"Red
esig
ning
the
Eds
el"
of T
each
er E
duca
tion
(Rep
orts
- D
escr
iptiv
eN
o. 1
41).
ED
RS,
.
Ram
ey-G
asse
rt, L
., &
Shr
oyer
, M. G
. (19
92).
Enh
anci
ng s
cien
ce te
achi
ng s
elf-
effi
cacy
in p
rese
rvic
e el
emen
tary
teac
hers
. Jou
rnal
of
Ele
men
tary
Scie
nce
Edu
catio
n, 4
(1),
26-
34.
Ros
enth
al, D
. B. (
1991
). A
Ref
lect
ive
App
roac
h to
Sci
ence
Met
hods
Cou
rses
for
Pres
ervi
ce E
lem
enta
ry T
each
ers.
Jou
rnal
of
Scie
nce
Tea
cher
Edu
catio
n, 2
(1),
1-5
.
Rut
herf
ord,
F. J
., &
Ahl
gren
, A. (
1990
). S
cien
ce f
or A
ll A
mer
ican
s. N
ew Y
ork,
NY
: Oxf
ord
Uni
vers
ity P
ress
.
Schw
iria
n, P
. M. (
1969
). C
hara
cter
istic
s of
ele
men
tary
teac
hers
rel
ated
toat
titud
es to
war
d sc
ienc
e. J
ourn
al o
f R
esea
rch
in S
cien
ce T
each
ing,
(3),
203
-213
.
30
Scie
nce
Aut
obio
grap
hies
15
Shri
gley
, R. L
. (19
74a)
. The
atti
tude
of
pres
ervi
ce te
ache
rs to
war
d sc
ienc
e.Sc
hool
Sci
ence
and
Mat
hem
atic
s, L
tt, 2
43-2
50.
Shri
gley
, R. L
. (19
74b)
. The
cor
rela
tion
of s
cien
ce a
ttitu
de a
nd s
cien
cekn
owle
dge
of p
rese
rvic
e el
emen
tary
teac
hers
. Sci
ence
Edu
catio
n,5a
(2),
143
-151
.
Shri
gley
, R. L
., &
Kob
alla
, I. R
. (19
84).
Atti
tude
mea
sure
men
t: Ju
dgin
g th
eem
otio
nal i
nten
sity
of
Lik
en-t
ype
scie
nce
attit
ude
stat
emen
ts. J
ourn
alof
Res
earc
h in
Sci
ence
Tea
chin
g, x
(2),
111
-118
.
Stef
anic
h, G
. P.,
& K
else
y, K
. W. (
1989
). I
mpr
ovin
g sc
ienc
e at
titud
es o
fpr
eser
vice
ele
men
tary
teac
hers
. Sci
ence
Edu
catio
n, 2
(2),
187
-94.
Tho
mps
on, C
. L.,
& S
hrig
ley,
R. L
. (19
86).
Wha
t res
earc
h sa
ys: R
evis
ing
the
Scie
nce
Atti
tude
Sca
le. S
choo
l Sci
ence
and
Mat
hem
atic
s, a
6(4)
, 331
-34
3.
Tob
ias,
S. (
1990
). T
hey'
re N
ot D
umb.
The
y're
Dif
fere
nt: S
talk
ing
the
Seco
ndT
iff.
An
occa
sion
al p
aper
on
negl
ecte
d pr
oble
ms
in s
cien
ceed
ucat
ion.
Res
earc
h C
orpo
ratio
n, T
ucso
n, A
Z. I
SBN
90-
1951
79.
Tol
man
, M.,
& C
ampb
ell,
M. (
1991
). S
cien
ce p
repa
ratio
n re
quir
emen
ts o
fel
emen
tary
sch
ool t
each
ers
in th
e U
.S. J
ourn
al o
f Sc
ienc
e T
each
erE
dura
ka, 2
(1),
72-
76.
Wes
terb
ack,
M. E
. (19
82).
Stu
dies
on
attit
ude
tow
ard
teac
hing
sci
ence
and
anxi
ety
abou
t tea
chin
g sc
ienc
e in
pre
serv
ice
elem
enta
ry te
ache
rs.
Jour
nal o
f R
esea
rch
in S
cien
ce T
each
ing,
12(7
), 6
03-6
16.
Wyl
o, B
. L. (
1993
). E
ffec
ts o
f a
scie
nce
prog
ram
for
pres
ervi
ce e
lem
enta
ryle
ache
rs o
n at
titud
es to
war
d sc
ienc
e an
d te
achi
ng s
cien
ce. P
h.D
., T
heU
nive
rsity
of
Mic
higa
n.
Yag
er, R
. E.,
& Y
ager
, S. 0
. (19
85).
Cha
nges
in p
erce
ptio
ns o
f sc
ienc
e fo
rth
ird,
sev
enth
, and
ele
vent
h gr
ade
stud
ents
. Jou
rnal
of
Res
earc
h in
Scie
nce
Tea
chin
g, 2
2, 3
47-3
58.
You
ng, B
. J.,
& K
ello
gg, T
. (19
93).
Sci
ence
Atti
tude
s an
d Pr
epar
atio
n of
Pres
ervi
ce E
lem
enta
ry T
each
ers.
Sci
ence
Edu
. don
, 71(
3), 2
79-2
91.
vlt
31
Zei
tler,
W. R
. (19
84).
Sci
ence
Bac
kgro
unds
, Con
cept
ions
of
Purp
oses
, and
Con
cern
s of
Pre
serv
ice
Tea
cher
s ab
out t
each
ing
child
ren
scie
nce.
Scie
nce
Edu
catio
n, f
2a(4
), 5
05-5
20.
BE
ST
CO
PY
AV
AIL
AB
LE
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