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International Journal of Science Education Volume 26, 2004 - Issue 14
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Original Articles

Primary teachers’ changing attitudes and cognition during a two‐year science in‐service programme and their effect on pupils

Tina Jarvis
&
Anthony Pell School of Education, University of Leicester, 21 University Road, Leicester, LE1 7RF, UK
Pages 1787-1811 | Published online: 22 Feb 2007

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Lisa Clarke & Susan Pike. (2023) The impact of forming a community of practice on teachers’ attitudes and approaches to primary geography. Irish Educational Studies 42:4, pages 911-930.
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Elizabeth White, Claire Dickerson & Julia Mackintosh. (2022) ‘I have enjoyed teaching science more’: changing the attitudes of primary teachers and pupils towards science. PRACTICE 4:3, pages 137-153.
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Claude-Émilie Marec, Christian Tessier, Simon Langlois & Patrice Potvin. (2021) Change in Elementary School Teacher’s Attitude Toward Teaching Science Following a Pairing Program. Journal of Science Teacher Education 32:5, pages 500-517.
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Cliona Murphy, Greg Smith, Benjamin Mallon & Erin Redman. (2020) Teaching about sustainability through inquiry-based science in Irish primary classrooms: the impact of a professional development programme on teacher self-efficacy, competence and pedagogy. Environmental Education Research 26:8, pages 1112-1136.
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Sandra I. van Aalderen-Smeets, Juliette H. Walma van der Molen, Erna G. W. C. M. van Hest & Cindy Poortman. (2017) Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry. International Journal of Science Education 39:2, pages 238-256.
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Margareta Maria Thomson, Daniell DiFrancesca, Sarah Carrier & Carrie Lee. (2017) Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States. Teacher Development 21:1, pages 1-20.
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Ahmed Bawa Kuyini, Kofi Asiama Yeboah, Ajay Kumar Das, Awal Mohammed Alhassan & Boitumelo Mangope. (2016) Ghanaian teachers: competencies perceived as important for inclusive education. International Journal of Inclusive Education 20:10, pages 1009-1023.
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Greg Smith. (2014) An innovative model of professional development to enhance the teaching and learning of primary science in Irish schools. Professional Development in Education 40:3, pages 467-487.
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Gavin W. Fulmer. (2013) Constraints on Conceptual Change: How Elementary Teachers’ Attitudes and Understanding of Conceptual Change Relate to Changes in Students’ Conceptions. Journal of Science Teacher Education 24:7, pages 1219-1236.
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George Papageorgiou, Dimitrios Stamovlasis & Philip Johnson. (2013) Primary Teachers’ Understanding of Four Chemical Phenomena: Effect of an In-Service Training Course. Journal of Science Teacher Education 24:4, pages 763-787.
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Sandra van Aalderen-Smeets & Juliette Walma van der Molen. (2013) Measuring Primary Teachers' Attitudes Toward Teaching Science: Development of the Dimensions of Attitude Toward Science (DAS) Instrument. International Journal of Science Education 35:4, pages 577-600.
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Marie Jeanne McNaughton. (2012) Implementing Education for Sustainable Development in schools: learning from teachers’ reflections. Environmental Education Research 18:6, pages 765-782.
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Gwen Nugent, Michael D. Toland, Richard Levy, Gina Kunz, David Harwood, Denise Green & Kathy Kitts. (2012) The Impact of an Inquiry-Based Geoscience Field Course on Pre-service Teachers. Journal of Science Teacher Education 23:5, pages 503-529.
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Clíona Murphy & Greg Smith. (2012) The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science. Irish Educational Studies 31:1, pages 77-95.
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Tony Pell & Linda Hargreaves. (2011) Making sense of cluster analysis: revelations from Pakistani science classes. Cambridge Journal of Education 41:3, pages 347-367.
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Jennifer Kreps Frisch. (2010) The Stories They’d Tell: Pre-Service Elementary Teachers Writing Stories to Demonstrate Physical Science Concepts. Journal of Science Teacher Education 21:6, pages 703-722.
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LynnD. Newton & DouglasP. Newton. (2010) What Teachers See as Creative Incidents in Elementary Science Lessons. International Journal of Science Education 32:15, pages 1989-2005.
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George Papageorgiou, Dimitrios Stamovlasis & Phil Michael Johnson. (2010) Primary Teachers’ Particle Ideas and Explanations of Physical Phenomena: Effect of an in‐service training course. International Journal of Science Education 32:5, pages 629-652.
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ChristineA. Fraser. (2010) Continuing professional development and learning in primary science classrooms. Teacher Development 14:1, pages 85-106.
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Stephen Ritchie, Donna Rigano & Ann Duane. (2008) Writing an Ecological Mystery in Class: Merging genres and learning science. International Journal of Science Education 30:2, pages 143-166.
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Colette Murphy, Peter Neil & Jim Beggs. (2007) Primary science teacher confidence revisited: ten years on. Educational Research 49:4, pages 415-430.
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Jim McNally. (2006) Confidence and Loose Opportunism in the Science Classroom: Towards a pedagogy of investigative science for beginning teachers. International Journal of Science Education 28:4, pages 423-438.
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