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Abstract Title: Assessing High School Teachers’ Attitudes in a Scientific Literacy Course
Abstract: Scientific literacy consists of different aspects: scientific reasoning, nature of science and attitudes toward science. From all the attributes included in the scientific literacy, we measured the attitudes toward science and learning of science of high school science teachers in a scientific literacy course in Mexico to analyze how these attitudes are related to the development of their classroom activities. We used the Colorado Learning Attitudes about Science Survey (C-LASS) with 310 high school teachers. Most of the teachers who participated in this study were university graduates, so we considered the use of this survey was adequate to explore their attitudes. The results show that teachers have better attitudes toward learning physics than those reported in the literature for college students. Real world connection and Personal interest were the highest categories achieved, while Conceptual understanding and Problem solving sophistication were the lowest. We analyzed whether teachers promoted the development of attitudes toward science in their planned activities required for the course. We found that despite their high scores in C-LASS, teachers don't include activities that foster attitudinal aspects in their class planning.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Genaro Zavala
Tecnologico de Monterrey
Garza Sada 2501
Monterrey, Non U.S. 64849
Phone: 8183582000
Co-Author(s)
and Co-Presenter(s)
Silvia Tecpan
Tecnologico de Monterrey