The Effect of in Service Training and Gender on the Attitudes o Palestinian Science Teachers toward Science

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Journal Title, Volume, Page: 
An-Najah University Journal for Research, Humanities, Volume 13, Issue 1
Year of Publication: 
1999
Authors: 
Sami Al-Kilani
Lower Basic Education, Faculty of Educational Sciences and Teachers' Training, An-Najah National University, Nablus, Palestine
Current Affiliation: 
Lower Basic Education, Faculty of Educational Sciences and Teachers' Training, An-Najah National University, Nablus, Palestine
Preferred Abstract (Original): 

This study aimed at investigating the attitudes of the science teachers, holding a community college diploma, towards science as affected by: Enrollment in a program qualifying them for B.A. in Science Education and Gender.
The study was conducted on a sample of such teachers consisting of two groups: Those who are enrolled in the program, and their colleagues who are not enrolled in the program. The attitudes of the subjects were measured by the Attitude Toward Science Scale, (ATSS).
The Study tested 10 null hypotheses grouped in two main categories:
1. There are no significant differences (α = 0.05) among the teachers in their attitudes toward science as reflected by (ATSS) or by any of its four sub- factors due to their enrolment in the in-service training.
2. There are no significant differences (α= 0.05) among teachers in their attitudes toward science as reflected by (ATSS) or by any of its four sub-factors due to gender.
The hypotheses in the first category were tested using one tail t-test, while those of the second category were tested using two tails t-test.
The major findings of the results of these tests were as follows:
There were significant differences in teachers' attitudes toward science as reflected by (ATSS) and its three sub-factors: interests in science, science teacher role, and social implications of science. The attitudes of those enrolled were more positive, while there was no significant difference among the teachers on the fourth sub- factor; the difficulty of science.
There were no significant differences among teachers due to gender as reflected by (ATSS) or by any of its sub- factors.

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