The Relationship Between Preservice Early Childhood Teachers鈥?Cultural Values and their Perceptions of Scientists鈥?Cultural Values
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- 作者：Valarie L. Akerson ; Cary A. Buzzelli and Jennifer Eastwood
- 关键词：Early childhood ; Cultural values ; Preservice ; Methods
- 刊名：Journal of Science Teacher Education
- 出版时间：March, 2010
- 出版年：2010
- 期刊代码：44_1046560X
- 类别：mt
- 卷：21
- 期：2
- 页码：205-214
- 数据来源：sp
摘要
This paper describes research that compares preservice early childhood teachers’ cultural values and the values they believe are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz (1992) Adv Exp Soc Psychol 25:331–351) preservice early childhood teachers cultural values were assessed, followed by an assessment of the values they believed were held by scientists. Schwartz postulated that cultural values could be aggregated into 11 domains (universalism, benevolence, tradition, self-direction, stimulation, hedonism, achievement, power, conformity, spirituality, and security). Paired T-tests indicated significant differences between preservice early childhood teachers’ cultural values from those they believed scientists held on the domains of power, achievement, stimulation, benevolence, conformity, and security. The discussion explores the meaning of these results and provides implications for early childhood science teacher education.