Teacher's attitude to science education and implications for their teaching of science in school

Nesna University College has been giving spezialized courses in science for teacher students since 1978. To find out moe about some of these students experiences as science teachers, we developed a questionnaire and send it out to 220 former students who have specialized in science in Nesna University College after 1990. Our main goal with this study was to find out to what extent our teachers had identity as science teachers and if they used the various teaching methods that we focus on in our teaching, e.g. active learning methods based on a constructive view of learning. The preliminary results show that the former students like to teach science and that they to some extent feel more identity as science teachers than identity to other subjects they teach. They also seem to focus their teaching more on active learning methods and experiments, but this seems to be most pronounced in primary school than in lower secondary.