Persuading teachers to reexamine the innovative elementary science programs of yesterday: The effect of anecdotal versus data‐summary communications

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Abstract
Two anecdotal and two data‐summary communications were prepared to test the effect of the communications on preservice teachers' attitudes toward supplementing traditional, textbook‐based science programs with either SAPA or SCIS. The results of the investigation in which the communications were used indicate that communications of an anecdotal nature were more effective than data‐summary communications in changing the attitudes of preservice elementary teachers. Also, attitudes changed by anecdotal communications were found to be less susceptible to dissipation than those changed by data‐summary communications.