Midwest Science Festival: Exploring Students' and Parents' Participation in and Attitudes Toward Science.

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Dippel, Elizabeth A; Mechels, Keegan B; Griese, Emily R; Laufmann, Rachel N; Weimer, Jill M

2016-08-01

Compared to national numbers, South Dakota has a higher proportion of students interested in science, technology, engineering, and mathematics (STEM) fields. Interest in science can be influenced by exposure to science through formal and informal learning. Informal science activities (including exposures and participation) have been found to elicit higher levels of interest in science, likely impacting one's attitude towards science overall. The current study goal is to better understand the levels and relationships of attitude, exposure, and participation in science that were present among students and parents attending a free science festival. The project collected survey data from 65 students and 79 parents attending a science festival ranging from age 6 to 65. Informal science participation is significantly related to science attitudes in students and informal science exposure is not. No relationship was found for parents between science attitudes and participation. Students who indicated high levels of informal science participation (i.e., reading science-themed books) were positively related to their attitudes regarding science. However, informal science exposures, such as attending the zoo or independently visiting a science lab, was not significantly associated with positive attitudes towards science.

Attitudes and achievement of Bruneian science students

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Dhindsa, Harkirat S.; Chung, Gilbert

2003-08-01

The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.

Gender differences in tenth-grade students' attitudes toward science: The effect of school type

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Ndakwah, Ernestine Ajame

The focus of this mixed methods study was on 10th grade students' attitudes towards science. Its purpose was to examine the effect of gender and school-type on attitudes toward science. Research on attitudes toward science has focused on gender, school level, and classroom environment. Relatively little has been done on the effect of school type. In the present study, school type refers to the following variables; private vs. public, single-sex vs. coeducational and high vs. low-achieving schools. The quantitative component of the study allowed the researcher to determine whether there are gender differences in attitudes toward science based on the school type variables being investigated. The Test of Science Related Attitudes (TOSRA) was the instrument used to provide quantitative data for this aspect of the study. TOSRA is a Likert scale consisting of seven subscales measuring different aspects of science attitudes. The qualitative component, on the other hand, explored students' perspectives on the factors, which were influential in the development of the attitudes that they hold. The events and experiences of their lives in and out-of-school, with respect to science, and the meanings that they make of these provided the data from which their attitudes toward science could be gleaned. Data for this component of the study was gathered by means of in-depth focus group interviews. The method of constant comparative analysis was used to analyze the interview transcripts. Statistical treatment of the questionnaire data involved the use of t tests and ANOVA. Findings did not reveal any gender differences on the total attitude scores although there were some differences on some of the subscales. School type did not appear to be a significant variable in students' attitudes to science. The results of both quantitative and qualitative components show that instructional strategy and teacher characteristics, both of which are components of the classroom environment are

The importance of teacher-student interpersonal relationships for Turkish students' attitudes towards science

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Telli, Sibel; den Brok, Perry; Cakiroglu, Jale

2010-11-01

The purpose of this study was to examine associations between Turkish high school students' perceptions of their science teachers' interpersonal behaviour and their attitudes towards science. Students' perceptions of the teacher-student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students' subject-related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total of 7484 students (Grades 9 to 11) from 278 science classes (55 public schools) in 13 major Turkish cities participated in the study. Multilevel analyses of variance indicated that influence was related with student enjoyment, while proximity was associated with attitudes towards inquiry and with enjoyment.

Changes in Participants’ Scientific Attitudes and Epistemological Beliefs During an Astronomical Citizen Science Project

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Price, Aaron

2012-01-01

Citizen science projects offer opportunities for non-scientists to take part in scientific research. While their contribution to scientific data collection has been well documented, there is limited research on changes that may occur to their volunteer participants. In this study, we investigated (1) how volunteers’ attitudes towards science and beliefs in the nature of science changed over six months of participation in an astronomy-themed citizen science project and (2) how the level of project participation accounted for these changes. To measure attitudes towards science and beliefs about the nature of science, identical pre- and post-tests were used. We used pre-test data from 1,375 participants and post-test data collected from 175 participants. Responses were analyzed using the Rasch Rating Scale Model. The pre-test sample was used to create the Rasch scales for the two scientific literacy measures. For the pre/post-test comparisons, data from those who completed both tests were used. Fourteen participants who took the pre/post-tests were interviewed. Results show that overall scientific attitudes did not change, p = .812. However, we did find significant changes related towards two scientific attitude items about science in the news (positive change; p self-efficacy (negative change, p scale did not change much and this change was not related to any of our recorded project activity variables. The interviews suggest that the social aspect of the project is important to participants and the change in self-efficacy is not due to a lowering of esteem but rather a greater appreciation for what they have yet to learn.

Attitudes and learning difficulties in middle school science in South Korea

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Jung, Eun Sook

The purpose of this study is to investigate the relationship between cognitive and attitudinal aspects of learning science, concentrating mainly on the influence of cognitive understanding and learning difficulty on attitudes to science. This theme is selected, in particular, because it is reported that Korean students at secondary level do not enjoy studying science and have not enough confidence, although their achievements are high. Johnstone's information processing model (1993) is used to account for cognitive aspects of science education. Learning processes are understood in terms of student's own knowledge construction through the operation of perception filters, processing in working memory space and storing in long term memory. In particular, the overload of student's working memory space is considered as the main factor causing learning difficulty and, in consequence, learning failure. The research took place in one middle school located in Seoul, the capital city in South Korea. 364 students aged 13 and 350 aged 15 participated. In order to try to find relationships between cognitive and affective factors of science learning, individual student's working memory space was measured and a questionnaire designed to gather information about students' attitudes was prepared and given to all students. To determine the working memory space capacity of the students, the Figural Intersection Test (F.I.T), designed by Pascual-Leone, was used. Two kinds of analysis, comparison and correlation, were performed with data from the Figural Intersection Test and the questionnaire applied to students. For the comparison of attitudes between age 13 and 15, the distributions of frequencies of responses were analyzed for each particular statement in a question. The Chi-square (?[2]) test was applied to judge the statistically significant differences in responses of the two groups. The levels of significance used were 0.05, 0.01 and 0.001. In order to see whether there is

Science and Mathematics Teacher Candidates' Environmental Knowledge, Awareness, Behavior and Attitudes

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Yumusak, Ahmet; Sargin, Seyid Ahmet; Baltaci, Furkan; Kelani, Raphael R.

2016-01-01

The purpose of this study was to measure science and mathematics teacher candidates' environmental knowledge level, awareness, behavior and environmental attitudes. Four instruments comprising Environmental Sensitivity Scale, environmental Behavior Scale, Environmental Attitudes Scale and Environmental Knowledge Test were administered to a total…

STEM Integration in Middle School Life Science: Student Learning and Attitudes

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Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-08-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

Middle School Students' Attitudes toward Science, Scientists, Science Teachers and Classes

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Kapici, Hasan Özgür; Akçay, Hakan

2016-01-01

It is an indispensable fact that having a positive attitude towards science is one of the important factors that promotes students for studying in science. The study is a kind of national study that aims to investigate middle school students', from different regions of Turkey, attitudes toward science, scientists and science classes. The study was…

The effectiveness of CPI model to improve positive attitude toward science (PATS) for pre-service physics teacher

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Sunarti, T.; Wasis; Madlazim; Suyidno; Prahani, B. K.

2018-03-01

In the previous research, learning material based Construction, Production, and Implementation (CPI) model has been developed to improve scientific literacy and positive attitude toward science for pre-service physics teacher. CPI model has 4 phases, included: 1) Motivation; 2) Construction (Cycle I); 3) Production (Cycle II); and 4) Evaluation. This research is aimed to analyze the effectiveness of CPI model towards the improvement Positive Attitude toward Science (PATS) for pre-service physics teacher. This research used one group pre-test and post-test design on 160 pre-service physics teacher divided into 4 groups at Lambung Mangkurat University and Surabaya State University (Indonesia), academic year 2016/2017. Data collection was conducted through questioner, observation, and interview. Positive attitude toward science for pre-service physics teacher measurement were conducted through Positive Attitude toward Science Evaluation Sheet (PATSES). The data analysis technique was done by using Wilcoxon test and n-gain. The results showed that there was a significant increase in positive attitude toward science for pre-service physics teacher at α = 5%, with n-gain average of high category. Thus, the CPI model is effective for improving positive attitude toward science for pre-service physics teacher.

Parental Attitudes and the Effects of Ethnicity: How They Influence Children's Attitudes toward Science Education

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Alrehaly, Essa D.

2011-01-01

The purpose of this study was to explore the manner in which parents' attitudes toward science learning influences their children's attitudes and the effect of ethnicity on attitudes toward science learning. The results of this study show that parental attitudes toward science learning were influenced by both parents' early life experiences and…

Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

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Brooks, Tanisha

Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

Students' awareness of science teachers' leadership, attitudes toward science, and positive thinking

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Lu, Ying-Yan; Chen, Hsiang-Ting; Hong, Zuway-R.; Yore, Larry D.

2016-09-01

There appears to be a complex network of cognitive and affective factors that influence students' decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students' awareness of their science teacher's learning leadership and how it relates to the students' attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers' leadership with idealised influence was the most predictive of students' attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students' positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students' attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers.

An evaluation of community college student perceptions of the science laboratory and attitudes towards science in an introductory biology course

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Robinson, Nakia Rae

The science laboratory is an integral component of science education. However, the academic value of student participation in the laboratory is not clearly understood. One way to discern student perceptions of the science laboratory is by exploring their views of the classroom environment. The classroom environment is one determinant that can directly influence student learning and affective outcomes. Therefore, this study sought to examine community college students' perceptions of the laboratory classroom environment and their attitudes toward science. Quantitative methods using two survey instruments, the Science Laboratory Environment Instrument (SLEI) and the Test of Science Related Attitudes (TORSA) were administered to measure laboratory perceptions and attitudes, respectively. A determination of differences among males and females as well as three academic streams were examined. Findings indicated that overall community college students had positive views of the laboratory environment regardless of gender of academic major. However, the results indicated that the opportunity to pursue open-ended activities in the laboratory was not prevalent. Additionally, females viewed the laboratory material environment more favorably than their male classmates did. Students' attitudes toward science ranged from favorable to undecided and no significant gender differences were present. However, there were significantly statistical differences between the attitudes of nonscience majors compared to both allied health and STEM majors. Nonscience majors had less positive attitudes toward scientific inquiry, adoption of scientific attitudes, and enjoyment of science lessons. Results also indicated that collectively, students' experiences in the laboratory were positive predicators of their attitudes toward science. However, no laboratory environment scale was a significant independent predictor of student attitudes. .A students' academic streams was the only significant

Values of Catholic science educators: Their impact on attitudes of science teaching and learning

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DeMizio, Joanne Greenwald

This quantitative study examined the associations between the values held by middle school science teachers in Catholic schools and their attitudes towards science teaching. A total of six value types were studied---theoretical, economic, aesthetic, social, political, and religious. Teachers can have negative, positive, or neutral attitudes towards their teaching that are linked to their teaching practices and student learning. These teachers' attitudes may affect their competence and have a subsequent impact on their students' attitudes and dispositions towards science. Of particular interest was the relationship between science teaching attitudes and religious values. A non-experimental research design was used to obtain responses from 54 teachers with two survey instruments, the Science Teaching Attitude Scale II and the Allport-Vernon-Lindzey Study of Values. Stepwise multiple regression analysis showed that political values were negatively associated with attitudes towards science teaching. Data collected were inconsistent with the existence of any measurable association between religious values and attitudes towards science teaching. This study implies that science teacher preparation programs should adopt a more contextual perspective on science that seeks to develop the valuation of science within a cultural context, as well as programs that enable teachers to identify the influence of their beliefs on instructional actions to optimize the impact of learning new teaching practices that may enhance student learning.

Testing a model of science process skills acquisition: An interaction with parents' education, preferred language, gender, science attitude, cognitive development, academic ability, and biology knowledge

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Germann, Paul J.

Path analysis techniques were used to test a hypothesized structural model of direct and indirect causal effects of student variables on science process skills. The model was tested twice using data collected at the beginning and end of the school year from 67 9th- and 10th-grade biology students who lived in a rural Franco-American community in New England. Each student variable was found to have significant effects, accounting for approximately 80% of the variance in science process skills achievement. Academic ability, biology knowledge, and language preference had significant direct effects. There were significant mediated effects by cognitive development, parents' education, and attitude toward science in school. The variables of cognitive development and academic ability had the greatest total effects on science process skills. Implications for practitioners and researchers are discussed.

Do compulsory secondary science courses change students’ attitude towards studying science?

DEFF Research Database (Denmark)

Kristensen, Lærke Elisabeth; Petersen, Morten Rask

2015-01-01

recruitment to STEM education has been a compulsory course in the Gymnasium called Natural Science Subject (NSS). This is an interdisciplinary, introductory course with the intention that students shall “ … realize the importance of knowing and understanding natural science thinking” (Authors translation...... science and science careers. In this approach we ended up with the following research question: “Does a compulsory introductory sciences course have an impact on students’ attitude towards studying sciences in secondary school?” In this approach we chose to use parameters as motivation (Deci & Ryan, 2002...... Subject course. The distribution included all levels (K10-K12) and all study lines. Student answers were analyzed using Mann-Whitney U-test using SPSS statistics 22 as analytical tool. Comparisons for this study were made across study lines (natural science vs. human science & social science...

Improving primary teachers’ attitudes toward science by attitude-focused professional development

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van Aalderen-Smeets, Sandra; Walma van der Molen, Julie Henriëtte

2015-01-01

This article provides a description of a novel, attitude-focused, professional development intervention, and presents the results of an experimental pretest-posttest control group study investigating the effects of this intervention on primary teachers’ personal attitudes toward science, attitudes

Parents' Attitudes Towards Science and their Children's Science Achievement

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Perera, Liyanage Devangi H.

2014-12-01

Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little progress in raising science achievement over the past decade. Despite school improvement being placed high on the policy agenda, the results of such actions have been poor. Therefore, there is a need to explore additional ways in which science achievement can be enhanced. This study focuses on the family and examines whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. Individual- and school-level data are obtained from the Program for International Student Assessment 2006 survey for 15 Organisation for Economic Co-operation and Development (OECD) and non-OECD countries. Hierarchical linear modelling is employed to estimate the equations. The findings indicate that parents' attitudes towards science have a positive and statistically significant effect on science achievement, after controlling for other important student- and school-level variables. Moreover, students from poor backgrounds appear to benefit from more positive parental science attitudes as much as students from high socioeconomic status, such that equality of student achievement is not affected. This study recommends that schools and teachers encourage parents to play a more pro-active role in their children's science education, as well as educate parents about the importance of science and strategies that can be adopted to support their children's science learning.

Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks

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Yore, Larry D.

Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.

Female adolescents' perceptions, beliefs, motivations, and attitudes in the negotiation of science texts

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Bennett, Camille

This study was an investigation of female adolescents' perceptions, attitudes, and beliefs towards science and reading science-related texts. Three surveys were used to collect data from 253 middle school students in Grade 7 and Grade 8 and six interviews were conducted with students. The interviews allowed a deeper analysis of the value students placed on science and on reading science-related texts. The quantitative data were collected through the following surveys: Test of Science Related Attitudes, Motivation for Reading Informational Books in School adapted, and Metacognitive Awareness Reading Strategies Inventory adapted. The purpose of the surveys was to provide a comprehensive picture of students' self-reported perceptions, attitudes, and beliefs towards science and the motivation to engage. Literacy processes and practices make engagement and learning in science possible; however, intrinsic motivation and cognitive strategies are critical influential components that educators cannot overlook. The female adolescents in this study expressed greater competence when involved in learning science through inquiry experimentation integrated with literacy presented in different formats.

Nursing students' attitudes toward science in the nursing curricula

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Maroo, Jill Deanne

The nursing profession combines the art of caregiving with scientific concepts. Nursing students need to learn science in order to start in a nursing program. However, previous research showed that students left the nursing program, stating it included too much science (Andrew et al., 2008). Research has shown a correlation between students' attitudes and their performance in a subject (Osborne, Simon, & Collins, 2003). However, little research exists on the overall attitude of nursing students toward science. At the time of my study there existed no large scale quantitative study on my topic. The purpose of my study was to identify potential obstacles nursing students face, specifically, attitude and motivation toward learning science. According to research the nation will soon face a nursing shortage and students cite the science content as a reason for not completing the nursing program. My study explored nursing students' attitudes toward science and reasons these students are motivated to learn science. I ran a nationwide mixed methods approach with 1,402 participants for the quantitative portion and 4 participants for the qualitative portion. I validated a questionnaire in order to explore nursing students' attitudes toward science, discovered five different attitude scales in that questionnaire and determined what demographic factors provided a statistically significant prediction of a student's score. In addition, I discovered no statistical difference in attitude exists between students who have the option of taking nursing specific courses and those who do not have that option. I discovered in the qualitative interviews that students feel science is necessary in nursing but do not feel nurses are scientists. My study gives a baseline of the current attitude of nursing students toward science and why these students feel the need to learn the science.

Using the instructional congruence model to change a science teacher's practices and English language learners' attitudes and achievement in science

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Salame, Hania Moussa

The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes improved in all contexts. At the conclusion of the study, all teacher's views on NOS were reported to be informed, teacher's practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students' attitudes and achievement in science and enhancing teacher's views and practices. This model has significant potential for meeting the challenging goals of reformed science education.

Attitudes to Science of Pupils in Sarawak.

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Ibrahim, Akbar bin

1984-01-01

Attitudes toward science of 654 pupils aged 14-15 were assessed, and relationships between attitude and locality, achievement, and sex studied. Achievement was mildly correlated with attitude, but locality and sex had no influence. Other findings are also discussed. (MNS)

In-Service Turkish Elementary and Science Teachers' Attitudes toward Science and Science Teaching: A Sample from Usak Province

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Turkmen, Lutfullah

2013-01-01

The purpose of this study is to reveal Turkish elementary teachers' and science teachers' attitudes toward science and science teaching. The sample of the study, 138 in-service elementary level science teachers from a province of Turkey, was selected by a clustered sampling method. The Science Teaching Attitude Scale-II was employed to measure the…

Influence of field study on learning and attitudes toward science

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Brackney, David L.

In an effort to improve attitudes toward science and academic achievement among college students who are non-science majors, an informal science educational experience in the form of a natural science field study course was created. The purpose of this study was to investigate the impact of a field study experience on student science attitudes and achievement. Outcomes from the field study groups were compared to students who enrolled in a traditional lecture/lab course. Academic achievement was measured via pre and posttest measures of geologic knowledge. Attitudes toward science were measured with a Science Attitudes Survey that utilized Likert-scale type items in the instrument. To explore student impressions and reactions to participating in the field study experience, interviews were conducted with open-ended questions. Patterns of responses were identified to explore common themes. Field study participants were found to have significantly higher gains from pre to posttest scores compared with the gains made by students who participated in a formal Earth Science course. There was no significant difference found in overall attitudes toward science and technology as measured with this attitudes survey between students who participated in the two formats of courses over the last five years. However, comments shared by participants in the field study through interviews suggest that their attitudes toward science had in fact been affected in positive ways. Other patterns of responses indicate positive impacts made on students on a number of fronts including affective, cognitive, and social interactions. All students interviewed rated the field study experience as valuable educationally or extremely valuable educationally.

The effects of a science intervention program on the attitudes and achievement of high school girls in science

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Steakley, Carrie Capers

This study investigated the effects of a high school science intervention program that included hands-on activities, science-related career information and exposure, and real-world experiences on girls' attitudes and achievement in science. Eighty-four girls, 44 ninth-graders and 40 tenth-graders, and 105 parents participated in the study. Survey data was collected to assess the girls' attitudes toward science in seven distinct areas: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Additional questionnaires were used to determine the extent of the girls' participation in sports and the attitudes of their parents toward science. The girls' cumulative science semester grade point averages since the seventh grade were used to assess academic science achievement. This study found no evidence that participation in the program improved the girls' attitudes or achievement in science. Parent attitudes and years of participation in sports were not accurate predictors of science achievement. Additionally, no significant relationship was detected between the girls' and their parents' perceptions of science. However, the study did suggest that extended participation in sports may positively affect science achievement for girls. This study holds implications for educational stakeholders who seek to implement intervention methods and programs that may improve student attitudes and achievement in science and attract more youth to future science-related careers.

Primary Teachers' Attitudes toward Science: A New Theoretical Framework

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van Aalderen-Smeets, Sandra I.; Walma van der Molen, Juliette H.; Asma, Lieke J. F.

2012-01-01

Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical…

The effect of science-technology-society issue instruction on the attitudes of female middle school students toward science

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Mullinnix, Debra Lynn

An assessment of the science education programs of the last thirty years reveals traditional science courses are producing student who have negative attitudes toward science, do not compete successfully in international science and mathematics competitions, are not scientifically literate, and are not interested in pursuing higher-level science courses. When the number of intellectually-capable females that fall into this group is considered, the picture is very disturbing. Berryman (1983) and Kahle (1985) have suggested the importance of attitude both, in terms of achievement in science and intention to pursue high-level science courses. Studies of attitudes toward science reveal that the decline in attitudes during grades four through eight was much more dramatic for females than for males. There exists a need, therefore, to explore alternative methods of teaching science, particularly in the middle school, that would increase scientific literacy, improve attitudes toward science, and encourage participation in higher-level science courses of female students. Yager (1996) has suggested that science-technology-society (STS) issue instruction does make significant changes in students' attitudes toward science, stimulates growth in science process skills, and increases concept mastery. The purpose of this study was to examine the effect STS issue instruction had on the attitudes of female middle school students toward science in comparison to female middle school students who experience traditional science instruction. Another purpose was to examine the effect science-technology-society issue instruction had on the attitudes of female middle school students in comparison to male middle school students. The pretests and the posttests were analyzed to examine differences in ten domains: enjoyment of science class; usefulness of information learned in science class; usefulness of science skills; feelings about science class in general; attitudes about what took place

Development of an instrument to measure student attitudes toward science fairs

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Huddleston, Claudia A.

Science fairs are woven into the very fabric of science instruction in the United States and in other countries. Even though thousands of students participate in science fairs every year, no instrument to measure student attitudes toward partaking in this hands-on learning experience has been fully developed and available for school administrators and teachers to assess the perceived value that current students attribute to participation in science fairs. Therefore, the purpose of this study was to continue the development and refinement of an instrument that measured student attitudes towards science fairs based on an unpublished instrument created by Michael (2005). The instrument developed and tested using 110 students at two different middle schools in southwest Virginia. The instrument consisted of 45 questions. After applying a principal component factor analysis, the instrument was reduced to two domains, enjoyment and value. The internal consistency of the instrument was calculated using Cronbach's alpha and showed good internal consistency of .89 between the two domains. Further analysis was conducted using a Pearson product-moment test and showed a significant positive correlation between enjoyment and value (r = .78). Demographic information was explored concerning the domains using a series of statistical tests, and results revealed no significant differences among race and science fair category. However, a significant difference was found among gender and students who won awards and those who did not. The conclusion was that further development and refinement of the instrument should be conducted.

Investigation of 9th Grade High School Students’ Attitudes towards Science Course

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Orhan Karamustafaoglu

2017-12-01

Full Text Available In this study, ninth grade students’ attitudes towards science were investigated in terms of self-regulation strategies, motivational beliefs and gender variables. The sample of this study includes 322 male and 296 female in total 618 students from 3 different high schools (Science high school, Anatolian high school, and Vocational high school in center district of Amasya city. To collect the data, the researchers employed “Motivated Strategies for Learning Questionnaire” which has been developed by Pintrich and De Groot in 1990, adapted into Turkish by Uredi in 2005 and consists of 44 items and “Colorado Learning Attitudes about Science Survey (CLASS” has been developed by Adams and others in 2006, adapted into Turkish by Bayar and Karamustafaoğlu in 2015 and consists of 36 items. For data analysis, mean, standard deviation, independent t-test and correlation were addressed. The results of this study show that there are statistically significant relationships between 9th grade students’ attitudes towards science and self-regulation strategies, motivational beliefs, and gender.

Improving Students' Attitudes toward Science Using Instructional Congruence

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Zain, Ahmad Nurulazam Md; Samsudin, Mohd Ali; Rohandi, Robertus; Jusoh, Azman

2010-01-01

The objective of this study was to improve students' attitudes toward science using instructional congruence. The study was conducted in Malaysia, in three low-performing secondary schools in the state of Penang. Data collected with an Attitudes in Science instrument were analysed using Rasch modeling. Qualitative data based on the reflections of…

Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science

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Bybee, Rodger; McCrae, Barry

2011-01-01

International assessments provide important knowledge about science education and help inform decisions about policies, programmes, and practices in participating countries. In 2006, science was the primary domain for the Programme for International Student Assessment (PISA), supported by the Organisation for Economic Cooperation and Development (OECD) and conducted by the Australian Council for Educational Research (ACER). Compared to the school curriculum orientation of Trends in International Math and Science Study (TIMSS), PISA provides a perspective that emphasises the application of knowledge to science and technology-related life situations. The orientation of PISA includes both knowledge and attitudes as these contribute to students' competencies that are central to scientific literacy. In addition to students' knowledge and competencies, the 2006 PISA survey gathered data on students' interest in science, support for scientific enquiry, and responsibility towards resources and environments. The survey used both a non-contextualised student questionnaire and contextualised questions. The latter is an innovative approach which embedded attitudinal questions at the conclusion of about two-thirds of the test units. The results presented in this article make connections between students' attitudes and interests in science and scientific literacy.

First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

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Chin, Chi-Chin

2005-10-01

Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50

The typology and development of attitude to primary science education

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Gray, Adelaide

The introduction and development of science within the primary curriculum has been a challenge to teachers, parents and children and a highly politicised decision. Augmenting any difficulties are the images of science within popular culture and the traditions of scientific inquiry that have maintained the Western, male elitist hierarchy of the Vienna circle throughout the last millennium. The Royal Society's committee on the public understanding of science has recognised the difficulty in recruiting students to higher-level science study and embarked on a programme of sponsorship to address this. At the same time major governmental policy changes have provided a new 'market' model of education that has encouraged parental involvement in schools and enforced a new 'transparency' of evaluation on schools through league tables and Ofsted. Set against this backdrop, this research explores the development of attitudes to science and science education in the parent's of primary school aged children. It examines the perceptions of science and science education through the narrative of the parent's and their understanding of the interaction between different areas of science. The use of key events within narrative as a method of exploring attitude and conceptual development is novel to this research and through this exploration the concept of attitude itself is examined and criticised developing a new concept of attitude as process-based rather than static or crystallised. This reconceptualisation allows a more operational understanding of attitude that overcomes the difficulties of the traditional concept, which has only a limited theoretical basis on which to examine behaviour. The research generates a typology for views of science and the more operational compliment to this, stance to science. This framework allows a greater understanding of attitude formation, how science is perceived and how this perception is actualised. It is particularly interesting given the

Effects of Brain-Based Learning Approach on Students' Motivation and Attitudes Levels in Science Class

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Akyurek, Erkan; Afacan, Ozlem

2013-01-01

The purpose of the study was to examine the effect of brain-based learning approach on attitudes and motivation levels in 8th grade students' science classes. The main reason for examining attitudes and motivation levels, the effect of the short-term motivation, attitude shows the long-term effect. The pre/post-test control group research model…

Development of Teachers' Attitude Scale towards Science Fair

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Tortop, Hasan Said

2013-01-01

This study was conducted to develop a new scale for measuring teachers' attitude towards science fair. Teacher Attitude Scale towards Science Fair (TASSF) is an inventory made up of 19 items and five dimensions. The study included such stages as literature review, the preparation of the item pool and the reliability and validity analysis. First of…

Investigating Omani Science Teachers' Attitudes towards Teaching Science: The Role of Gender and Teaching Experiences

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Ambusaidi, Abdullah; Al-Farei, Khalid

2017-01-01

A 30-item questionnaire was designed to determine Omani science teachers' attitudes toward teaching science and whether or not these attitudes differ according to gender and teaching experiences of teachers. The questionnaire items were divided into 3 domains: classroom preparation, managing hands-on science, and development appropriateness. The…

Examination of Science and Technology Teachers’ Attitude and Opinions Related Giftedness and Gifted Education in Turkey

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Kürşat KUNT

2017-03-01

Full Text Available In this study, it is aimed to examine the Science and Technology teachers’ attitude and views related giftedness and gifted education. This research used both qualitative and quantitative research designs, is a mixed pattern research. The study group of the research consists of 111 Science and Technology teachers in the academic year 2011- 2012 in the province of A. These participants were applied Teacher Attitude Scale towards Gifted Education (TASGE as collection of quantitative data. For obtaining qualitative data, semi-structured interview was used with four science and technology teachers. For the analysis of quantitative data, percentage, frequency, t-test and analysis of variance were used. The data obtained from the interview were subjected to content analysis. As a result, science and technology teachers' attitudes towards gifted education were found to be slightly above the undecided attitude. In addition, science and technology teachers stated that supportive education for gifted children in Science and Art Centers (SACs was insufficient and they adequately could not cooperated with this institution.

Pre-Service Teachers’ Attitudes Toward Teaching Science and Their Science Learning at Indonesia Open University

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Nadi SUPRAPTO

2017-10-01

Full Text Available This study focuses on attitudes toward (teaching science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs from the Open University in Surabaya regional office. Attitudes toward (teaching science’ (ATS instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descriptive analysis and confirmatory factor analysis. The model fit of the attitudes toward (teaching science can be described from seven dimensions: self-efficacy for teaching science, the relevance of teaching science, gender-stereotypical beliefs, anxiety in teaching science, the difficulty of teaching science, perceived dependency on contextual factors, and enjoyment in teaching science. The results of the research also described science learning at the Open University of Indonesia looks like. Implications for primary teacher education are discussed.

Development and Validation of the ACSI: Measuring Students' Science Attitudes, Pro-Environmental Behaviour, Climate Change Attitudes and Knowledge

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Dijkstra, E. M.; Goedhart, M. J.

2012-01-01

This article describes the development and validation of the Attitudes towards Climate Change and Science Instrument. This 63-item questionnaire measures students' pro-environmental behaviour, their climate change knowledge and their attitudes towards school science, societal implications of science, scientists, a career in science and the urgency…

Changes in Urban Youths' Attitude Towards Science and Perception of a Mobile Science Lab Experience

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Fox, Jared

This dissertation examined changes in urban youth's attitude towards science as well as their perception of the informal science education setting and third space opportunity provided by the BioBus, a mobile science lab. Science education researchers have often suggested that informal science education settings provide one possible way to positively influence student attitude towards science and engage marginalized urban youth within the traditional science classroom (Banks et al., 2007; Hofstein & Rosenfeld, 1996; National Research Council, 2009; Schwarz & Stolow, 2006; Stocklmayer, Rennie, & Gilbert, 2010). However, until now, this possibility has not been explored within the setting of a mobile science lab nor examined using a theoretical framework intent on analyzing how affective outcomes may occur. The merits of this analytical stance were evaluated via observation, attitudinal survey, open-response questionnaire, and interview data collected before and after a mobile science lab experience from a combination of 239 students in Grades 6, 8, 9, 11, and 12 from four different schools within a major Northeastern metropolitan area. Findings from this study suggested that urban youth's attitude towards science changed both positively and negatively in statistically significant ways after a BioBus visit and that the experience itself was highly enjoyable. Furthermore, implications for how to construct a third space within the urban science classroom and the merits of utilizing the theoretical framework developed to analyze cultural tensions between urban youth and school science are discussed. Key Words: Attitude towards science, third space, mobile science lab, urban science education.

Hands-On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

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Helena Thuneberg

2017-01-01

Full Text Available The current science, technology, engineering, art, math education (STEAM approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants (N=256 were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN in pre- and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.

Effect of the challenger experience on elementary children's attitudes to science

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Jarvis, Tina; Pell, Anthony

2002-12-01

This research explored how the Challenger experience influenced over 655 elementary boys' and girls' general attitudes to science and space during the 5 months after their visit by examining their responses to four different attitude scales. These were administered to the 10- to 11-year-olds immediately before and after the Challenger experience as well as 2 and 5 months later. Knowledge tests were also administered before and after the visit. A sample of children completed an existing measure of anxiety. Although there were mainly positive outcomes immediately after the Challenger experience, there were some negative effects. There were also noticeable differences between boys and girls. Some 24% of pupils were inspired to become scientists. There was also less fear of space travel with a greater appreciation of the use of science to protect the planet after the visit. Most girls improved and maintained their attitudes toward science in society. A sizeable number of pupils were relatively unaffected by the experience and there was a significant negative effect on a small group of anxious girls. There are indications that previsit preparation and careful choice of roles during the simulation are important.

Trapped between the two cultures: Urban college students' attitudes toward science

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Dawson, Roy Edward

Most Americans agree that science plays an important part in maintaining our leadership role in economics, health, and security. Yet when it comes to science and math we appear to be baffled. Only 25% of Americans understand the process of science well enough to make informed judgment about scientific research reported in the media (National Science Foundation, 1998). What is it that turns Americans away from science? Is it our culture, schools, families, or friends? This study investigates urban college students' attitudes toward science to determine what changes might promote increased participation in the questions, ethical implications and culture of science. Volunteers completed a science questionnaire which included multiple-choice and open-answer questions. The questions were divided into the categories of individual characteristics, home/family, peers, and school/teachers. The multiple-choice questions were analyzed with quantitative statistical techniques. The open-answer questions were used to rate each student's attitude toward science and then analyzed with qualitative methods. Thirteen factors were significant in predicting science attitude but none of them, by itself, explained a large amount of variation. A multiple regression model indicated that the significant factors (in order of importance) were watching science television with your family, having a father not employed in science, having friends who like science, and imagining yourself to be a successful student. A hierarchical multiple regression analysis indicated that the categories of individual characteristics, family, and peers were all significant contributors to the model's prediction of science attitude. School environment/teachers did not add significant predictive power to the model. The qualitative results indicated that the factors of (1) a student's previous experience in science classes and (2) the curriculum philosophy which his or her science teachers employed appeared to be the

Evaluation of Colorado Learning Attitudes about Science Survey

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Douglas, K. A.; Yale, M. S.; Bennett, D. E.; Haugan, M. P.; Bryan, L. A.

2014-12-01

The Colorado Learning Attitudes about Science Survey (CLASS) is a widely used instrument designed to measure student attitudes toward physics and learning physics. Previous research revealed a fairly complex factor structure. In this study, exploratory and confirmatory factor analyses were conducted on data from an undergraduate introductory physics course (n =3844 ) to determine whether a more parsimonious factor structure exists. Exploratory factor analysis results indicate that many of the items from the original CLASS have poor psychometric properties and could not be used in a revised factor structure. The cross validation showed acceptable fit statistics for a three factor model found in the exploratory factor analysis. This research suggests that a more optimum measurement of students' attitudes about physics and learning physics is obtained with a 15-item instrument, which describes the factors of personal application, personal effort, and problem solving. The proposed revised version of the CLASS offers researchers the opportunity to test a shortened version of the instrument that may be able to provide information about students' attitudes in the areas of personal application of physics, personal effort in a physics course, and approaches to problem solving.

Evaluation of Colorado Learning Attitudes about Science Survey

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K. A. Douglas

2014-11-01

Full Text Available The Colorado Learning Attitudes about Science Survey (CLASS is a widely used instrument designed to measure student attitudes toward physics and learning physics. Previous research revealed a fairly complex factor structure. In this study, exploratory and confirmatory factor analyses were conducted on data from an undergraduate introductory physics course (n=3844 to determine whether a more parsimonious factor structure exists. Exploratory factor analysis results indicate that many of the items from the original CLASS have poor psychometric properties and could not be used in a revised factor structure. The cross validation showed acceptable fit statistics for a three factor model found in the exploratory factor analysis. This research suggests that a more optimum measurement of students’ attitudes about physics and learning physics is obtained with a 15-item instrument, which describes the factors of personal application, personal effort, and problem solving. The proposed revised version of the CLASS offers researchers the opportunity to test a shortened version of the instrument that may be able to provide information about students’ attitudes in the areas of personal application of physics, personal effort in a physics course, and approaches to problem solving.

A mixed-age science collaborative between elementary and high school physics students: A study of attitude toward school science and inquiry skill

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Blain, Mary Perron

Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student

Energy Project Professional Development: Promoting Positive Attitudes about Science among K-12 Teachers

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Robertson, Amy D.; Daane, Abigail R.

2017-01-01

Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of…

Determination of Factors Affecting Preschool Teacher Candidates' Attitudes towards Science Teaching

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Timur, Betul

2012-01-01

The purpose of this study was to determine preschool teacher candidates' attitudes towards science teaching and to examine the reasons behind their attitudes in depth. In this study, mixed methods were used including quantitative and qualitative data. Quantitative data gained by attitudes towards science teaching scale, qualitative data gained by…

Persuasion and Attitude Change in Science Education.

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Koballa, Thomas R., Jr.

1992-01-01

Persuasion is presented as it may be applied by science educators in research and practice. The orientation taken is that science educators need to be acquainted with persuasion in the context of social influence and learning theory to be able to evaluate its usefulness as a mechanism for developing and changing science-related attitudes. (KR)

The Effect of Computer Assisted Mind Mapping on Students’ Academic Achievement, Attitudes and Retention in Science and Technology Course

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Mehmet Nuri GÖMLEKSİZ

2013-12-01

Full Text Available This study aims at determining the effects of computer assisted mind mapping (CAMM technique on students’ academic achievement, attitudes and retention in Science and Technology course. Mixed-method research design which included both quantitative and qualitative methods was used in the study. Pretest-posttest control group experimental design, interview and observation techniques were used. The study included one experimental (N:36 one control group (N:32. The study was conducted on seventh grade students at an elementary school in 2011-2012 academic year. While experimental group used CAMM technique, control group used traditional method. The achievement test, administered as a pre-, post- and delayed post-test, included 34 questions. The mean difficulty of the test was calculated to be .54 and KR-20 reliability coefficient was measured to be .73. To determine students' attitudes towards Science and Technology course, a 20-item five-point Likert-style attitude scale (α: .89 developed by Akınoğlu (2001 was used. The results revealed that CAMM technique had a positive effect on students’ achievement and attitudes towards learning science and technology

Attitudes towards genetic testing: analysis of contradictions

DEFF Research Database (Denmark)

Jallinoja, P; Hakonen, A; Aro, A R

1998-01-01

A survey study was conducted among 1169 people to evaluate attitudes towards genetic testing in Finland. Here we present an analysis of the contradictions detected in people's attitudes towards genetic testing. This analysis focuses on the approval of genetic testing as an individual choice and o...... studies on attitudes towards genetic testing as well as in the health care context, e.g. in genetic counselling.......A survey study was conducted among 1169 people to evaluate attitudes towards genetic testing in Finland. Here we present an analysis of the contradictions detected in people's attitudes towards genetic testing. This analysis focuses on the approval of genetic testing as an individual choice...... and on the confidence in control of the process of genetic testing and its implications. Our analysis indicated that some of the respondents have contradictory attitudes towards genetic testing. It is proposed that contradictory attitudes towards genetic testing should be given greater significance both in scientific...

An Investigation of Students' Personality Traits and Attitudes toward Science

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Hong, Zuway-R.; Lin, Huann-shyang

2011-05-01

The purposes of this study were to validate an instrument of attitudes toward science and to investigate grade level, type of school, and gender differences in Taiwan's students' personality traits and attitudes toward science as well as predictors of attitudes toward science. Nine hundred and twenty-two elementary students and 1,954 secondary students completed the School Student Questionnaire in 2008. Factor analyses, correlation analyses, ANOVAs, and regressions were used to compare the similarities and differences among male and female students in different grade levels. The findings were as follows: female students had higher interest in science and made more contributions in teams than their male counterparts across all grade levels. As students advanced through school, student scores on the personality trait scales of Conscientiousness and Openness sharply declined; students' scores on Neuroticism dramatically increased. Elementary school and academic high school students had significantly higher total scores on interest in science than those of vocational high and junior high school students. Scores on the scales measuring the traits of Agreeableness, Extraversion, and Conscientiousness were the most significant predictors of students' attitudes toward science. Implications of these findings for classroom instruction are discussed.

Gender Stereotyping and Affective Attitudes Towards Science in Chinese Secondary School Students

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Liu, Mingxin; Hu, Weiping; Jiannong, Shi; Adey, Philip

2010-02-01

This study explores explicit and implicit gender-science stereotypes and affective attitudes towards science in a sample of Chinese secondary school students. The results showed that (1) gender-science stereotyping was more and more apparent as the specialization of science subjects progresses through secondary school, becoming stronger from the 10th grade; girls were more inclined to stereotype than boys while this gender difference decreased with increasing grade; (2) girls tend to have an implicit science-unpleasant/humanities-pleasant association from the 8th grade, while boys showed a negative implicit attitude towards science up to the 11th grade. In self-report, girls preferred humanities to science, while boys preferred science to humanities; (3) implicit affective attitude was closely related to implicit stereotype. In particular, implicit affective attitude has a stronger predictive power on stereotype than the other way around, the result of which may have more significance for girls.

Relationship between students' interests in science and attitudes toward nuclear power generation

International Nuclear Information System (INIS)

Komiya, Izumi; Torii, Hiroyuki; Fujii, Yasuhiko; Hayashizaki, Noriyosu

2008-01-01

In order to study the following two points, we conducted an attitude survey among senior high school students. Study 1 The differences in attitudes between nuclear power generation and other science and technologies. Study 2 The relationship between student's interest in science and attitudes toward nuclear power generation. In the questionnaire, the attitude toward nuclear power generation consisted of four questions: (1) pros and cons, (2) safety, (3) necessity, (4) reliability of scientists and engineers who are involved in nuclear power; and we treat four science and technology issues: (1) genetically modified foods, (2) nuclear power generation, (3) humanoid and pet robots, (4) crone technology. From study 1, on attitude to security toward nuclear power generation, about 80% of respondents answered negatively and on attitude to necessity toward it, about 75% of respondents answered positively. Therefore, we found that the structure of attitude was complicated and that it was specific to nuclear power generation. From study 2, we found students' interests in science that influence the attitude toward nuclear power generation. (author)

Development and validation of the ACSI : measuring students' science attitudes, pro-environmental behaviour, climate change attitudes and knowledge

NARCIS (Netherlands)

Dijkstra, E. M.; Goedhart, M. J.

2012-01-01

This article describes the development and validation of the Attitudes towards Climate Change and Science Instrument. This 63-item questionnaire measures students' pro-environmental behaviour, their climate change knowledge and their attitudes towards school science, societal implications of

Validation of the early childhood attitude toward women in science scale (ECWiSS): A pilot administration

Science.gov (United States)

Mulkey, Lynn M.

The intention of this research was to measure attitudes of young children toward women scientists. A 27-item instrument, the Early Childhood Women in Science Scale (ECWiSS) was validated in a test case of the proposition that differential socialization predicts entry into the scientific talent pool. Estimates of internal consistency indicated that the scale is highly reliable. Known groups and correlates procedures, employed to determine the validity of the instrument, revealed that the scale is able to discriminate significant differences between groups and distinguishes three dimensions of attitude (role-specific self-concept, home-related sex-role conflict, and work-related sex-role conflict). Results of the analyses also confirmed the anticipated pattern of correlations with measures of another construct. The findings suggest the utility of the ECWiSS for measurement of early childhood attitudes in models of the ascriptive and/or meritocratic processes affecting recruitment to science and more generally in program and curriculum evaluation where attitude toward women in science is the construct of interest.

The influence of contextual teaching with the problem solving method on students' knowledge and attitudes toward horticulture, science, and school

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Whitcher, Carrie Lynn

2005-08-01

Adolescence is marked with many changes in the development of higher order thinking skills. As students enter high school they are expected to utilize these skills to solve problems, become abstract thinkers, and contribute to society. The goal of this study was to assess horticultural science knowledge achievement and attitude toward horticulture, science, and school in high school agriculture students. There were approximately 240 high school students in the sample including both experimental and control groups from California and Washington. Students in the experimental group participated in an educational program called "Hands-On Hortscience" which emphasized problem solving in investigation and experimentation activities with greenhouse plants, soilless media, and fertilizers. Students in the control group were taught by the subject matter method. The activities included in the Hands-On Hortscience curriculum were created to reinforce teaching the scientific method through the context of horticulture. The objectives included evaluating whether the students participating in the Hands-On Hortscience experimental group benefited in the areas of science literacy, data acquisition and analysis, and attitude toward horticulture, science, and school. Pre-tests were administered in both the experimental and control groups prior to the research activities and post-tests were administered after completion. The survey questionnaire included a biographical section and attitude survey. Significant increases in hortscience achievement were found from pre-test to post-test in both control and experimental study groups. The experimental treatment group had statistically higher achievement scores than the control group in the two areas tested: scientific method (p=0.0016) and horticulture plant nutrition (p=0.0004). In addition, the students participating in the Hands-On Hortscience activities had more positive attitudes toward horticulture, science, and school (p=0

Life science students' attitudes, interest, and performance in introductory physics for life sciences: An exploratory study

Science.gov (United States)

Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann

2018-06-01

In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students' skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students' attitudes toward and their interest in physics. Whereas the same students' attitudes declined during the standard first semester course, we found that students' attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students' interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.

Life science students’ attitudes, interest, and performance in introductory physics for life sciences: An exploratory study

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Catherine H. Crouch

2018-03-01

Full Text Available In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students’ attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students’ skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students’ attitudes toward and their interest in physics. Whereas the same students’ attitudes declined during the standard first semester course, we found that students’ attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students’ interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.

Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

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Amy D. Robertson

2017-07-01

Full Text Available Promoting positive attitudes about science among teachers has important implications for teachers’ classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers’ attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

THE EFFECTS OF INQUIRY TRAINING ASSIST MEDIA OF HANDOUT AND ATTITUDE SCIENTIFIC TOWARDS SCIENCE PROCESS SKILLS IN PHYSICS STUDENTS

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Halimatus Sakdiah

2014-12-01

Full Text Available The purpose of this research has described difference: (1 skill of student science process between inquiry training assist media of handout and direct instruction, (2 skill of student science process between student possess attitude scientific upon and under of mean, and (3 interaction of inquiry training assist media handout and direct instruction with attitude scientific increase skill of student science process. Type of this research is experiment quasi, use student of senior high school Private sector of  Prayatna as population and chosen sample by cluster sampling random. The instrument used essay test base on skill of science process which have valid and reliable. Data be analysed by using ANAVA two ways. Result of research show that any difference of skill of student science process (1 between inquiry training assist media of handout and direct instruction, where inquiry training assist media of handout better then direct instruction, (2 between student possess attitude scientific upon and under of mean, where possess attitude scientific upon of mean better then student possess attitude scientific under of mean and (3 any interaction between inquiry training assist media of handout and direct instruction with attitude scientific increase skill of student science process, where interaction in class direct instruction better then inquiry training assist media of handout.

Science Teaching Attitudes and Scientific Attitudes of Pre-Service Teachers of Gifted Students

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Erdogan, Sezen Camci

2017-01-01

The purpose of this study is to determine science teaching attitudes and scientific attitudes of pre-service teachers of gifted students due to gender and grade level and also correlation among these variables. It is a survey study that the group is 82 students attending Gifted Education undergraduate level. Data is gathered by Scientific Attitude…

Little Scientists: Identity, Self-Efficacy, and Attitude Toward Science in a Girls' Science Camp

Science.gov (United States)

Todd, Brandy

Underrepresentation of women and minorities in the science, technology, and engineering (STEM) fields is a perennial concern for researchers and policy-makers. Many causes of this problem have been identified. Less is known about what constitutes effective methods for increasing women's participation in STEM. This study examines the role that identity formation plays in encouraging girls to pursue STEM education and careers utilizing data from a cohort-based, informal science enrichment program that targets middle-school-aged girls. A Mixed-methods design was employed to examine girls' science interests, efficacy, attitudes, and identity---referred to as affinities. Quantitative data were collected before and after program participation using science affinity scales. Qualitative data included observations, focus groups, and individual interviews. This study builds on past research conducted on the same program. The study is presented in three components: fidelity of implementation, participant affinities, and science identity theory building. Quantitative and qualitative measures reveal that the program was implemented with high fidelity. Participants had high initial affinities for science as compared to a contrast group. Analysis of qualitative data of science affinities revealed several themes in girls' attitudes, experiences, and intentions toward science. Emergent themes discussed include girls' preferences and interests in science, gender and science efficacy, attitudes toward science, and elements of science identities. Archetypes of emergent science identities developed in this study (expert, experimenter, and inventor) inform different ways in which girls engage with and envision science study and careers. Implications for best practice in fostering science engagement and identities in middle-school-aged girls include the importance of hands-on science activities, the need for enthusiastic relatable role models, and an emphasis on deep understanding of

Assessment of oral health attitudes and behavior among students of Kuwait University Health Sciences Center.

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Ali, Dena A

2016-01-01

The aims of this study were to assess attitudes and behavior of oral health maintenance among students in four faculties (Medicine, Dentistry, Pharmacy, and Allied Health) and to compare oral health attitudes and behavior of all students at Kuwait University Health Sciences Center (KUHSC) based on their academic level. Students enrolled in the Faculties of Dentistry, Medicine, Pharmacy, and Allied Health at KUHSC were evaluated regarding their oral health attitudes and behavior by an e-mail invitation with a link to the Hiroshima University Dental Behavior Inventory survey that was sent to all 1802 students with Kuwait University Health Sciences Center e-mail addresses. The data were analyzed for frequency distributions, and differences among the groups were assessed using the Mann-Whitney U test, Chi-square test, and Kruskal-Wallis test. P values less than 0.05 were considered to be statistically significant ( P < 0.05). The results of this study indicated that dental students achieved better oral health attitudes and behavior than that of their nondental professional fellow students ( P < 0.05). Students in advanced academic levels and female students demonstrated better oral health attitudes and behavior. Dental students and students who were in advanced levels of their training along with female students demonstrated better oral health practices and perceptions than students in lower academic levels and male students, respectively. Additional studies for investigating the effectiveness and identifying areas requiring modification within the dental curriculum at KUHSC may be warranted.

Pre-Service Teachers' Attitudes toward Teaching Science and Their Science Learning at Indonesia Open University

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Suprapto, Nadi; Mursid, Ali

2017-01-01

This study focuses on attitudes toward (teaching) science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs) from the Open University in Surabaya regional office. Attitudes toward…

Primary teachers conducting inquiry projects : the effect on attitude towards science and inquiry

NARCIS (Netherlands)

van Aalderen-Smeets, Sandra; Walma van der Molen, Julie Henriëtte

2015-01-01

This paper presents the results of a theoretically informed professionalisation project that was set up to improve primary teachers’ attitudes towards science and attitude towards inquiry. A positive attitude towards science is of fundamental importance for teachers when stimulating interest in

Preservice Science Teachers' Attitudes towards Chemistry and Misconceptions about Chemical Kinetics

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Çam, Aylin; Topçu, Mustafa Sami; Sülün, Yusuf

2015-01-01

The present study investigates preservice science teachers' attitudes towards chemistry; their misconceptions about chemical kinetics; and relationships between pre-service science teachers' attitudes toward chemistry and misconceptions about chemical kinetics were examined. The sample of this study consisted of 81 freshman pre-service science…

Are modern health worries, personality and attitudes to science associated with the use of complementary and alternative medicine?

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Furnham, Adrian

2007-05-01

To investigate whether personality traits, modern health worries (MHWs) and attitudes to science predict attitudes to, and beliefs about, complementary and alternative medicine (CAM). This study set out to test whether belief in, and use of CAM was significantly associated with high levels of MHWs, a high level of neuroticism and sceptical attitudes towards science. Two hundred and forty-three British adults completed a four part questionnaire that measured MHWs, the Big Five personality traits and beliefs about science and medicine and attitudes to CAM. There were many gender differences in MHWs (females expressed more), though results were similar to previous studies. Contrary to prediction, personality traits were not related to MHWs, CAM usage or beliefs about CAM. Regular and occasional users of CAM did have higher MHWs than those non or infrequent users. Those with high totalled MHWs also tended to believe in the importance of psychological factors in health and illness, as well as the potential harmful effects of modern medicine. Young males who had positive attitudes to science were least likely to be CAM users. Further, positive attitudes to science were associated with increased scepticism about CAM. Concern about health, belief about modern medicine and CAM are logically inter-related. Those who have high MHWs tend to be more sceptical about modern medicine and more convinced of the possible role of psychological factors in personal health and illness.

The use of physics practicum to train science process skills and its effect on scientific attitude of vocational high school students

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Wiwin, E.; Kustijono, R.

2018-03-01

The purpose of the study is to describe the use of Physics practicum to train the science process skills and its effect on the scientific attitudes of the vocational high school students. The components of science process skills are: observing, classifying, inferring, predicting, and communicating. The established scientific attitudes are: curiosity, honesty, collaboration, responsibility, and open-mindedness. This is an experimental research with the one-shot case study design. The subjects are 30 Multimedia Program students of SMK Negeri 12 Surabaya. The data collection techniques used are observation and performance tests. The score of science process skills and scientific attitudes are taken from observational and performance instruments. Data analysis used are descriptive statistics and correlation. The results show that: 1) the physics practicum can train the science process skills and scientific attitudes in good category, 2) the relationship between the science process skills and the students' scientific attitude is good category 3) Student responses to the learning process using the practicum in the good category, The results of the research conclude that the physics practicum can train the science process skill and have a significant effect on the scientific attitude of the vocational highschool students.

Effect of levels of inquiry model of science teaching on scientific literacy domain attitudes

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Achmad, Maulana; Suhandi, Andi

2017-05-01

The aim of this research was to obtain an overview of the increase scientific literacy attitudes domain in high school students as the effects of the Levels of Inquiry (LOI) model of science teaching. This research using a quasi-experimental methods and randomizedpretest-posttest control group design. The subject of this research was students of grade X in a senior high school in Purwakarta and it consists of two classes who were divided into experimental class (30 students) and control class (30 students). While experimental class was taught LOIand control class was taught Interactive Lecture Demonstration (ILD). Data were collected using an attitude scale scientific literacy test which is based on the Likert scale. Data were analyzed using normality test, homogeneity test, and t-test to the value of N-gain attitude of scientific literacy scale test. The result of percentage average N-gain experimental class and control are 49 and 31 that classified into medium improvement category. Based on the results of hypothesis testing on the N-gain value obtained by the Sig.(One-tailed) 0.000 < 0.050, it means that H1 was accepted. The results showed that scientific literacy domain attitude of students who got learning by LOI is higher than students who got learning by ILD. It can be concluded that the effect of LOI is better to improve scientific literacy domain attitudes significantly.

The relationship between perceived stress and computer technology attitude: an application on health sciences students.

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Ozyurek, Pakize; Oztasan, Nuray; Kilic, Ibrahim

2015-02-01

The aim of this study is to define attitudes of students in health sciences towards perceived personal stress and computer technologies, and to present the relationship between stress and computer technology attitudes. In this scope, this study has a descriptive nature and thus a questionnaire has been applied on 764 students from Afyon Kocatepe University Health Sciences High School, Turkey for data gathering. Descriptive statistics, independent samples, t test, one way ANOVA, and regression analysis have been used for data analysis. In the study, it is seen that female (=3,78) have a more positive attitude towards computer technology than male students (=3,62). according to the results of regression analysis of the study, the regression model between computer technology attitude (CTA) and perceived stress (PS) has been found meaningful (F=16,291; ptechnology attitude and perceived stress (when computer technology altitude increases, perceived stress decreases), and an increase of one unit in computer attitude results in 0.275 decrease in perceived stress. it can be concluded that correct and proper use of computer technologies can be accepted as a component of overcoming stress methods.

The effects of collaborative concept mapping on the achievement, science self-efficacy and attitude toward science of female eighth-grade students

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Ledger, Antoinette Frances

This study sought to examine whether collaborative concept mapping would affect the achievement, science self-efficacy and attitude toward science of female eighth grade science students. The research questions are: (1) Will the use of collaborative concept mapping affect the achievement of female students in science? (2) Will the use of collaborative concept mapping affect the science self-efficacy of female students? (3) Will the use of collaborative concept mapping affect the attitudes of females toward science? The study was quasi-experimental and utilized a pretest-posttest design for both experimental and control groups. Eighth grade female and male students from three schools in a large northeastern school district participated in this study. The achievement test consisted of 10 multiple choice and two open-response questions and used questions from state-wide and national assessments as well as teacher-constructed items. A 29 item Likert type instrument (McMillan, 1992) was administered to measure science self-efficacy and attitude toward science. The study was of 12 weeks duration. During the study, experimental group students were asked to perform collaborative concept map construction in single sex dyads using specific terms designated by the classroom teacher and the researcher. During classroom visitations, student perceptions of collaborative concept mapping were collected and were used to provide insight into the results of the quantitative data analysis. Data from the pre and posttest instruments were analyzed for both experimental and control groups using t-tests. Additionally, the three teachers were interviewed and their perceptions of the study were also used to gain insight into the results of the study. The analysis of data showed that experimental group females showed significantly higher gains in achievement than control group females. An additional analysis of data showed experimental group males showed significantly greater gains in

Secondary School Students' Predictors of Science Attitudes

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Tosun, Cemal; Genç, Murat

2016-01-01

The purpose of this study is to identify the factors that affect the secondary school students' attitudes in science. This study was conducted using survey method. The sample of the study was 503 students from four different secondary schools in Bartin and Düzce. Data were obtained using the Survey of Factors Affecting Students' Science Attitudes…

Can teaching research methodology influence students' attitude toward science? Cohort study and nonrandomized trial in a single medical school.

Science.gov (United States)

Vujaklija, Ana; Hren, Darko; Sambunjak, Dario; Vodopivec, Ivana; Ivanis, Ana; Marusić, Ana; Marusić, Matko

2010-02-01

Medical teaching aims to develop attitudes and behaviors underlying professional competence of future physicians. We investigated whether a mandatory course on scientific methodology in the second study year could affect students' attitudes toward science in medicine. In a longitudinal study, students (n = 241) enrolling in 2001-2002 academic year at a single medical school were followed up until graduation in 2006-2007. Each year, they filled out a Likert-type questionnaire of 18 statements evaluating attitude toward science. Direct influence of the course on students' attitudes was tested in a nonrandomized controlled trial with the 2006-2007 second year student cohort. Positive students' attitudes toward science increased during study years (mean [SD] score of the maximum score of 90): from 57.6 (6.0) in the first to 69.8 (10.4) in the sixth year. There was a significant trend of increase in attitudes with the years of study (cubic trend by polynomial contrasts analysis, P = 0.011). Attendance of a course on research methodology significantly increased positive attitudes (score, 67.0 [7.0] before and 70.8 [7.5] after course, P = 0.032 vs control group), regardless of grade point average. The intervention had an effect even when the influence of the initial attitude was accounted for (F1,140 = 9.25, P = 0.003; analysis of covariance). The attitude changes after the course was greatest in students with low initial attitude scores (Spearman rinitial score, score difference, -0.44). Medical students have positive attitudes toward science and scientific method in medicine. Attendance of a course on research methodology had positive short-term effect on students' attitudes toward science. This positive effect should be maintained by vertical integration of the course in the medical curriculum.

Perceptions and attitudes of formative assessments in middle-school science classes

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Chauncey, Penny Denyse

No Child Left Behind mandates utilizing summative assessment to measure schools' effectiveness. The problem is that summative assessment measures students' knowledge without depth of understanding. The goal of public education, however, is to prepare students to think critically at higher levels. The purpose of this study was to examine any difference between formative assessment incorporated in instruction as opposed to the usual, more summative methods in terms of attitudes and academic achievement of middle-school science students. Maslow's theory emphasizes that individuals must have basic needs met before they can advance to higher levels. Formative assessment enables students to master one level at a time. The research questions focused on whether statistically significant differences existed between classrooms using these two types of assessments on academic tests and an attitude survey. Using a quantitative quasi-experimental control-group design, data were obtained from a sample of 430 middle-school science students in 6 classes. One control and 2 experimental classes were assigned to each teacher. Results of the independent t tests revealed academic achievement was significantly greater for groups that utilized formative assessment. No significant difference in attitudes was noted. Recommendations include incorporating formative assessment results with the summative results. Findings from this study could contribute to positive social change by prompting educational stakeholders to examine local and state policies on curriculum as well as funding based on summative scores alone. Use of formative assessment can lead to improved academic success.

The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college

Science.gov (United States)

Chung-Schickler, Genevieve C.

The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L. Four sections of BSC 1005L participated in this study. Participants were enrolled in the 1998 spring (January) term. Students met weekly in a two hour laboratory session. The treatment was administered to the experimental group over a ten week period. A quasi-experimental pretest-posttest control group design was used. Students in the cooperative learning group (nsb1 = 27) were administered the Test of Science-Related Attitudes (TOSRA) and the cognitive biology test at the same time as the control group (nsb2 = 19) (at the beginning and end of the term). Statistical analyses confirmed that both groups were equivalent regarding ethnicity, gender, college grade point average and number of absences. Independent sample t-tests performed on pretest mean scores indicated no significant differences in the TOSRA scale two or biology knowledge between the cooperative learning group and the control group. The scores of TOSRA scales: one, three, four, five, six, and seven were significantly lower in the cooperative learning group. Independent sample t-tests of the mean score differences did not show any significant differences in posttest attitudes toward science or biology knowledge between the two groups. Paired t-tests did not indicate any significant differences on the TOSRA or biology knowledge within the cooperative learning group. Paired t-tests did show significant differences within the control group

Environmental health engineering students\\' attitudes toward their education program and career in Shahid Sadoughi University of Medical Sciences in 2015

Directory of Open Access Journals (Sweden)

M Mirnasab

2016-07-01

Full Text Available Introduction: Increasing numbers of medical sciences graduates is counted to be one of the problems in the society, so that there is concerning about their majors and future careers among them. This study was performed with the aim of determining environmental health students' attitude toward their majors and future careers, which was carried out in Yazd University of Medical Sciences in 2015. Method: This analytical, descriptive study was performed in 2015. The samples were Environmental Health students of Yazd University of Medical Sciences. The sample size was 102. Data were collected using a questionnaire containing 20 questions and analyzed by SPSS software version 21, multiple linear regression test, one-sample t-test and Chi-Square test. Results: The mean and standard deviation of environmental students' attitude toward their majors and future careers were 3.16 and 0.66, respectively. Attitude scores more than 3 were considered positive and less than 3 were negative. The mean scores of attitude was significantly higher than 3 (P=0.012. In this study, there was a significant relationship between students’ attitude and location status (P=0.003. Conclusion: According to the obtained results, the students of environment health had a good perspective towards their future careers and majors of study. A proper distribution of human resources, providing financial support of employment, establishing counselling and supporting centers among students for future career is recommended to improve their attitudes.

Public attitudes to genomic science: an experiment in information provision.

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Sturgis, Patrick; Brunton-Smith, Ian; Fife-Schaw, Chris

2010-03-01

We use an experimental panel study design to investigate the effect of providing "value-neutral" information about genomic science in the form of a short film to a random sample of the British public. We find little evidence of attitude change as a function of information provision. However, our results show that information provision significantly increased dropout from the study amongst less educated respondents. Our findings have implications both for our understanding of the knowledge-attitude relationship in public opinion toward genomic science and for science communication more generally.

The effect of classroom instruction, attitudes towards science and motivation on students' views of uncertainty in science

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Schroeder, Meadow

This study examined developmental and gender differences in Grade 5 and 9 students' views of uncertainty in science and the effect of classroom instruction on attitudes towards science, and motivation. Study 1 examined views of uncertainty in science when students were taught science using constructivist pedagogy. A total of 33 Grade 5 (n = 17, 12 boys, 5 girls) and Grade 9 (n = 16, 8 boys, 8 girls) students were interviewed about the ideas they had about uncertainty in their own experiments (i.e., practical science) and in professional science activities (i.e., formal science). Analysis found an interaction between grade and gender in the number of categories of uncertainty identified for both practical and formal science. Additionally, in formal science, there was a developmental shift from dualism (i.e., science is a collection of basic facts that are the result of straightforward procedures) to multiplism (i.e., there is more than one answer or perspective on scientific knowledge) from Grade 5 to Grade 9. Finally, there was a positive correlation between the understanding uncertainty in practical and formal science. Study 2 compared the attitudes and motivation towards science and motivation of students in constructivist and traditional classrooms. Scores on the measures were also compared to students' views of uncertainty for constructivist-taught students. A total of 28 students in Grade 5 (n = 13, 11 boys, 2 girls) and Grade 9 (n = 15, 6 boys, 9 girls), from traditional science classrooms and the 33 constructivist students from Study 1 participated. Regardless of classroom instruction, fifth graders reported more positive attitudes towards science than ninth graders. Students from the constructivist classrooms reported more intrinsic motivation than students from the traditional classrooms. Constructivist students' views of uncertainty in formal and practical science did not correlate with their attitudes towards science and motivation.

Medical students' attitudes towards science and gross anatomy, and the relationship to personality

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Plaisant, Odile; Stephens, Shiby; Apaydin, Nihal; Courtois, Robert; Lignier, Baptiste; Loukas, Marios; Moxham, Bernard

2014-01-01

Assessment of the personalities of medical students can enable medical educators to formulate strategies for the best development of academic and clinical competencies. Previous research has shown that medical students do not share a common personality profile, there being gender differences. We have also shown that, for French medical students, students with personality traits associated with strong competitiveness are selected for admission to medical school. In this study, we further show that the medical students have different personality profiles compared with other student groups (psychology and business studies). The main purpose of the present investigation was to assess attitudes to science and gross anatomy, and to relate these to the students' personalities. Questionnaires (including Thurstone and Chave analyses) were employed to measure attitudes, and personality was assessed using the Big Five Inventory (BFI). Data for attitudes were obtained for students at medical schools in Cardiff (UK), Paris, Descartes/Sorbonne (France), St George's University (Grenada) and Ankara (Turkey). Data obtained from personality tests were available for analysis from the Parisian cohort of students. Although the medical students were found to have strongly supportive views concerning the importance of science in medicine, their knowledge of the scientific method/philosophy of science was poor. Following analyses of the BFI in the French students, ‘openness’ and ‘conscientiousness’ were linked statistically with a positive attitude towards science. For anatomy, again strongly supportive views concerning the subject's importance in medicine were discerned. Analyses of the BFI in the French students did not show links statistically between personality profiles and attitudes towards gross anatomy, except male students with ‘negative affectivity’ showed less appreciation of the importance of anatomy. This contrasts with our earlier studies that showed that there

Medical students' attitudes towards science and gross anatomy, and the relationship to personality.

Science.gov (United States)

Plaisant, Odile; Stephens, Shiby; Apaydin, Nihal; Courtois, Robert; Lignier, Baptiste; Loukas, Marios; Moxham, Bernard

2014-03-01

Assessment of the personalities of medical students can enable medical educators to formulate strategies for the best development of academic and clinical competencies. Previous research has shown that medical students do not share a common personality profile, there being gender differences. We have also shown that, for French medical students, students with personality traits associated with strong competitiveness are selected for admission to medical school. In this study, we further show that the medical students have different personality profiles compared with other student groups (psychology and business studies). The main purpose of the present investigation was to assess attitudes to science and gross anatomy, and to relate these to the students' personalities. Questionnaires (including Thurstone and Chave analyses) were employed to measure attitudes, and personality was assessed using the Big Five Inventory (BFI). Data for attitudes were obtained for students at medical schools in Cardiff (UK), Paris, Descartes/Sorbonne (France), St George's University (Grenada) and Ankara (Turkey). Data obtained from personality tests were available for analysis from the Parisian cohort of students. Although the medical students were found to have strongly supportive views concerning the importance of science in medicine, their knowledge of the scientific method/philosophy of science was poor. Following analyses of the BFI in the French students, 'openness' and 'conscientiousness' were linked statistically with a positive attitude towards science. For anatomy, again strongly supportive views concerning the subject's importance in medicine were discerned. Analyses of the BFI in the French students did not show links statistically between personality profiles and attitudes towards gross anatomy, except male students with 'negative affectivity' showed less appreciation of the importance of anatomy. This contrasts with our earlier studies that showed that there is a

Influence of culture and language sensitive physics on science attitude enhancement

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Morales, Marie Paz E.

2015-12-01

The study critically explored how culture and language sensitive curriculum materials in physics improve Pangasinan learners' attitude towards science. Their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning process determined their cultural preference or profile. Design and development of culture and language sensitive curriculum materials in physics were heavily influenced by these learners' cultural preference or profile. Pilot-study using interviews and focus group discussions with natives of Pangasinan and document analysis were conducted to identify the culture, practices, and traditions integrated in the lesson development. Comparison of experimental participants' pretest and posttest results on science attitude measure showed significant statistical difference. Appraisal of science attitude enhancement favored the experimental group over the control group. Qualitative data deduced from post implementation interviews, focus group discussions, and journal log entries showed the same trend in favor of the experimental participants. The study revealed that culture and language integration in the teaching and learning process of physics concepts enabled students to develop positive attitude to science, their culture, and native language.

In-Service Science Teachers' Attitude towards Information Communication Technology

Science.gov (United States)

Kibirige, I.

2011-01-01

The purpose of this study is to determine the attitude of in-service science teachers towards information communication technology (ICT) in education. The study explores the relationship between in-service teachers and four independent variables: their attitudes toward computers; their cultural perception of computers; their perceived computer…

Pre-Service Teachers’ Attitudes Toward Teaching Science and Their Science Learning at Indonesia Open University

OpenAIRE

Nadi SUPRAPTO; Ali MURSID

2017-01-01

This study focuses on attitudes toward (teaching) science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs) from the Open University in Surabaya regional office. Attitudes toward (teaching) science’ (ATS) instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descrip...

Associations among Attitudes, Perceived Difficulty of Learning Science, Gender, Parents' Occupation and Students' Scientific Competencies

Science.gov (United States)

Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

2017-01-01

This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and…

Undergraduates' Attitudes Toward Science and Their Epistemological Beliefs: Positive Effects of Certainty and Authority Beliefs

Science.gov (United States)

Fulmer, Gavin W.

2014-02-01

Attitudes toward science are an important aspect of students' persistence in school science and interest in pursuing future science careers, but students' attitudes typically decline over the course of formal schooling. This study examines relationships of students' attitudes toward science with their perceptions of science as inclusive or non-religious, and their epistemological beliefs about epistemic authority and certainty. Data were collected using an online survey system among undergraduates at a large, public US university (n = 582). Data were prepared using a Rasch rating scale model and then analyzed using multiple-regression analysis. Gender and number of science and mathematics courses were included as control variables, followed by perceptions of science, then epistemological beliefs. Findings show that respondents have more positive attitudes when they perceive science to be inclusive of women and minorities, and when they perceive science to be incompatible with religion. Respondents also have more positive attitudes toward science when they believe scientific knowledge is uncertain, and when they believe knowledge derives from authority. Interpretations of these findings and implications for future research are discussed.

Associations among attitudes, perceived difficulty of learning science, gender, parents' occupation and students' scientific competencies

Science.gov (United States)

Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

2017-11-01

This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students' general interest of science, their parents' occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies.

Comparing the Impact of an Astronomy Course and a Science and Society Seminar on Undergraduate Students' Attitudes toward Science

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Flohic, Hélène M. L. G.

2017-01-01

A common challenge among university professors is how to best design undergraduate courses to successfully enhance students' attitudes. To compare which curriculum was more efficient at fostering a positive attitude towards science in general, I studied the impact of two different general education science courses on the attitudes of college…

Attitudes and Beliefs of Prekindergarten Teachers toward Teaching Science to Young Children

Science.gov (United States)

Pendergast, Evelaine; Lieberman-Betz, Rebecca G.; Vail, Cynthia O.

2017-01-01

This study explored infield prekindergarten teachers' attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers' previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward…

Variable Attitude Test Stand

Data.gov (United States)

Federal Laboratory Consortium — The Variable Attitude Test Stand designed and built for testing of the V-22 tilt rotor aircraft propulsion system, is used to evaluate the effect of aircraft flight...

Texas Agricultural Science Teachers' Attitudes toward Information Technology

Science.gov (United States)

Anderson, Ryan; Williams, Robert

2012-01-01

The researchers sought to find the Agricultural Science teachers' attitude toward five innovations (Computer-Aided Design, Record Books, E-Mail Career Development Event Registration, and World Wide Web) of information technology. The population for this study consisted of all 333 secondary Agricultural science teachers from Texas FFA Areas V and…

Cooperative learning effects on teamwork attitudes in clinical laboratory science students.

Science.gov (United States)

Laatsch, Linda; Britton, Lynda; Keating, Susan; Kirchner, Phyllis; Lehman, Don; Madsen-Myers, Karen; Milson, Linda; Otto, Catherine; Spence, Libby

2005-01-01

To evaluate clinical laboratory science (CLS) student attitudes toward teamwork when using cooperative learning (CL) as compared to individual learning (IL) in a course and to determine if learning method affects student attitudes toward the course itself. This was a multi-institutional study involving eight classrooms in seven states. The effects of CL and IL on student attitudes were compared for 216 student participants. One group of students learned the course material through a CL approach while a second group of students learned via a traditional IL approach. For each course, the instructor, class material, and examination content was identical for the CL and IL students; the only variable was learning method. Student attitudes toward teamwork and toward the course were evaluated with a 35-item Attitude Questionnaire administered as a posttest. Mean scores for the CL and IL groups were compared using the Student t-test for independent samples. No significant difference was seen between the CL and IL students when assessing the first 30 questions on student attitudes toward teamwork (means = 98.42 and 98.22, respectively) when all institutions were combined. Comparable results were seen for each of the eight institutions. For the five questions comparing attitudes toward the course itself, there usually was no significant difference in attitude between CL and IL students. The only classrooms where CL students had more positive attitudes were those with instructors who had more than 10 years experience with CL. Results suggest that CL produces similar student attitudes toward teamwork and toward a CLS course as does IL.

Attitudes and Views of Medical Students toward Science and Pseudoscience.

Science.gov (United States)

Peña, Adolfo; Paco, Ofelia

2004-12-01

To know opinions, attitudes and interest of medical students toward science and pseudoscience. A questionnaire was administered to 124 medical students of the San Marcos University in Lima, Peru. 173 students were surveyed. The response rate was 72%. Eighty-three percent (100/121) of respondents said that science is the best source of knowledge, 67% (82/123) said they were interested in science and technology news, 76% said they had not read any science magazine or book (other than medical texts and journals) in the last five years. Thirteen percent (16/124) of respondents said that astrology is "very scientific" and 40% (50/124) stated that it is "sort of scientific." 50% of respondents shared the opinion that some people possess psychic powers. Medical students' attitudes toward science are generally not favorable.

Long- and short-term retention of traditional instruction vs. previously tested tactual vs. innovative tactual resources on the achievement and attitudes of second-grade students in science

Science.gov (United States)

Mitchell, Sherese A.

This researcher investigated the long- and short-term retention of information using traditional instruction versus previously tested tactual resources versus innovative tactual resources on the achievement and attitudes of second-grade students in science. The processing of new and difficult knowledge has challenged many young children who tend to be kinesthetic or tactual learners. In compliance with the National Science Education Standards, students should be actively engaged in their own learning. Therefore, to boost student achievement in science, the use of tactual materials was implemented. The sample included 67 second-grade students drawn from three heterogeneously grouped classes in a low socio-economic neighborhood. It consisted of 30 females and 37 males of which 97 percent were African American, 2 percent were Hispanic, and 1 percent Other. Students were unaware of their diagnosed learning-style preference(s) during the instruction and assessment phases of the study. Therefore, students' knowledge of their learning-style preferences could not have had any impact on their achievement or attitudes. A counterbalanced research design was employed. During the first session, Group 1 was taught with previously tested tactual resources (Electroboards, Flip Chutes, Fact Wheels, and Fact Fans), and Group 3 was taught traditionally. During the second session of instruction, Group 1 received instruction with innovative tactual resources, Group 2 received traditional instruction, Group 3 received instruction with previously tested tactual resources. During the final session of instruction, Group 1 received traditional instruction, Group 2 received instruction with previously tested tactual resources, and Group 3 received instruction with innovative tactual resources. The results indicated that the use of tactual materials, regardless of whether they were previously tested or innovative, produced higher achievement gains and more positive attitudes than traditional

Student Attitudes, Student Anxieties, and How to Address Them; A handbook for science teachers

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Kastrup, Helge

2016-02-01

This book is based on a commitment to teaching science to everybody. What may work for training professional scientists does not work for general science education. Students bring to the classrooms preconceived attitudes, as well as the emotional baggage called 'science anxiety'. Students may regard science as cold, unfriendly, and even inherently hostile and biased against women. This book has been designed to deal with each of these issues and results from research in both Denmark and the USA. The first chapter discusses student attitudes towards science and the second discusses science anxiety. The connection between the two is discussed before the introduction of constructivism as a pedagogy that can aid science learning if it also addresses attitudes and anxieties. Much of the book elucidates what the authors have learned as science teachers and science education researchers. They studied various groups including university students majoring in the sciences, mathematics, humanities, social sciences, business, nursing, and education; high-school students; teachers' seminary students; science teachers at all levels from middle school through college; and science administrators. The insights of these groups constitute the most important feature of the book, and by sharing them, the authors hope to help their fellow science teachers to understand student attitudes about science, to recognize the connections between these and science anxiety, and to see how a pedagogy that takes these into account can improve science learning.

Students' Achievement in Math and Science: How Grit and Attitudes Influence?

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Al-Mutawah, Masooma Ali; Fateel, Moosa Jaafar

2018-01-01

Many recent studies in the field of mathematics and science education have been studying the effect of non-cognitive factors in students' achievement such as emotions, attitudes, values, beliefs, motivation, anxiety and grit. For example, attitude has been an important area in science education, and there have been many attempts to measure…

Construction and Validation of an Instrument to Measure Taiwanese Elementary Students' Attitudes toward Their Science Class

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Wang, Tzu-Ling; Berlin, Donna

2010-12-01

The main purpose of this study is to develop a valid and reliable instrument for measuring the attitudes toward science class of fourth- and fifth-grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs-science enjoyment, science confidence, and importance of science as related to science class experiences. A total of 265 elementary school students in Taiwan responded to the instrument developed. Data analysis indicated that the instrument exhibited satisfactory validity and reliability with the Taiwan population used. The Cronbach's alpha coefficient was 0.93 for the entire instrument indicating a satisfactory level of internal consistency. However, both principal component analysis and parallel analysis showed that the three attitude scales were not unique and should be combined and used as a general "attitudes toward science class" scale. The analysis also showed that there were no gender or grade-level differences in students' overall attitudes toward science class.

Patients' attitudes towards animal testing

DEFF Research Database (Denmark)

Masterton, Malin; Renberg, Tobias; Kälvemark Sporrong, Sofia

2014-01-01

stakeholders. This study compared the attitudes of patients and researchers on animal testing. Focus-group interviews were held with patients suffering from chronic inflammatory diseases, resulting in a questionnaire that was distributed January–May 2011. The questionnaire was posted to patient members...... of support is comparable to those held by the general public found in national surveys. A clear majority of researchers were positive towards animal testing, and large statistical differences between patients and researchers were found regarding their attitudes towards testing animals commonly held as pets...... (Pattitude towards animal testing is not shared to an equal degree with patients, who are the intended end-users and beneficiaries of medical...

The Role of Informal Science Centers in Science Education: Attitudes, Skills, and Self-efficacy

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Irit Sasson

2014-09-01

Full Text Available Informal learning relates to activities that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motivational opportunities for students to learn science. The purpose of this study was to investigate the role of the pre-academic center in science education and particularly to explore its effects on 750 middle-school students' attitudes toward science, their scientific thinking skills and self-efficacy. Pre and post-case based questionnaires were designed to assess the students’ higher order thinking skills – inquiry, graphing, and argumentation. In addition, a five-point Likert scale questionnaire was used to assess students' attitudes and self-efficacy. The research results indicated a positive effect of the pre-academic science center activities on scientific thinking skills. A significant improvement in the students' inquiry and graphing skills was found, yet non significant differences were found in argumentation skill. The students significantly improved their ability to ask research questions based on reading a scientific text, and to describe and analyze research results that were presented graphically. While no significant differences were found between girls and boys in the pre-questionnaire, in the post-questionnaire the girls' scores in inquiry skill were significantly higher than boys' scores. Increases in students' positive attitudes toward science and self-efficacy were found but the results were not statistically significant. However, the program length was found to be an important variable that affects achievement of educational goals. A three-dimension-based framework is suggested to characterize learning environments: organizational, psychological, and pedagogical.

Sex, grade, and course differences in attitudes that are related to cognitive performance in secondary science

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Levin, James; Seymour Fowler, H.

The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.

The Effect of Media on Preservice Science Teachers' Attitudes toward Astronomy and Achievement in Astronomy Class

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Bektasli, Behzat

2013-01-01

Studies show that it is hard to change students' attitudes toward science. This study specifically explored if media affect preservice science teachers' attitudes toward astronomy and their astronomy achievement. The sample for the pilot study consisted of 196 preservice science and mathematics teachers for attitude assessment and 230 preservice…

What Effects Do Didactic Interventions Have on Students' Attitudes Towards Science? A Meta-Analysis

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Aguilera, David; Perales-Palacios, F. Javier

2018-03-01

Improving the attitudes of students towards science is one of the main challenges facing the teaching of the subject. The main objective of this study is to analyze the effect of students' attitudes towards science through different didactic interventions. The bibliographic search was carried out via the Web of Science database, specifically in the Education and Educational Research category, obtaining a population of 374 articles published between 2006 and 2016. We included studies with pre-experimental or quasi-experimental design that used pretest and posttest phases. Following the application of the inclusion criteria, 24 articles were selected with which a random effects meta-analysis was adopted, obtaining an average effect size of 0.54. Three moderating variables were analyzed, with a significant correlation between the type of teaching strategy and the effect of the attitude towards Science (Q = 23.17; df = 8; p educational implications are mainly due to the importance of the teaching/learning strategy used in science education in the development of positive attitudes towards the subject, and the need to increase the number of Didactic Interventions that contemplate students' attitudes towards science as a study variable is also advocated.

The Effect of Environmental Science Projects on Students' Environmental Knowledge and Science Attitudes

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Al-Balushi, Sulaiman M.; Al-Aamri, Shamsa S.

2014-01-01

The current study explores the effectiveness of involving students in environmental science projects for their environmental knowledge and attitudes towards science. The study design is a quasi-experimental pre-post control group design. The sample was 62 11th-grade female students studying at a public school in Oman. The sample was divided into…

The role of social support in students' perceived abilities and attitudes toward math and science.

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Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

2013-07-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

A unique fingerprint? Factors influencing attitudes towards science and technology in South Africa

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Lars Guenther

2016-07-01

Full Text Available From an international perspective, research in the field of public attitudes towards science and technology has been conducted since the 1970s. A frequently proposed and empirically supported theory is that strong interest in and knowledge about science in a society is associated with more favourable attitudes towards science. This positive attitude in turn affects support for public funding of science. However, this research field is not without controversy, and for the South African population many questions remain unanswered. Initial research has not explored the factors that shape attitudes towards science and technology in detail. We re-analysed data from the Human Sciences Research Council to explore the above theory. Interestingly, for the South African population, higher levels of scientific literacy and use of information sources are associated with more promises but also more reservations towards science and technology. This is especially true for relatively young and educated survey respondents. In international comparison, South Africa shows a unique fingerprint to some extent, but also shares characteristics with industrially developing countries of Europe (such as Greece or Portugal. To understand the correlations better, future research should aim to examine the overall picture when investigating the diverse South African population more extensively.

The role of informal science centers in science education: attitudes, skills, and self-efficacy

OpenAIRE

Sasson, Irit

2014-01-01

Informal learning relates to activities that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motivational opportunities for students to learn science. The purpose of this study was to investigate the role of the pre-academic center in science education and particularly to explore its effects on 750 middle-school students' attitudes toward science, their scientific thinking skills and self-efficacy. Pre and post-case based q...

Effectiveness of Science-Technology-Society (STS) Instruction on Student Understanding of the Nature of Science and Attitudes toward Science

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Akcay, Behiye; Akcay, Hakan

2015-01-01

The study reports on an investigation about the impact of science-technology-society (STS) instruction on middle school student understanding of the nature of science (NOS) and attitudes toward science compared to students taught by the same teacher using traditional textbook-oriented instruction. Eight lead teachers used STS instruction an…

Science in the General Educational Development (GED) curriculum: Analyzing the science portion of GED programs and exploring adult students' attitudes toward science

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Hariharan, Joya Reena

The General Educational Development (GED) tests enable people to earn a high school equivalency diploma and help them to qualify for more jobs and opportunities. Apart from this main goal, GED courses aim at enabling adults to improve the condition of their lives and to cope with a changing society. In today's world, science and technology play an exceedingly important role in helping people better their lives and in promoting the national goals of informed citizenship. Despite the current efforts in the field of secondary science education directed towards scientific literacy and the concept of "Science for all Americans", the literature does not reflect any corresponding efforts in the field of adult education. Science education research appears to have neglected a population that could possibly benefit from it. The purpose of this study is to explore: the science component of GED programs, significant features of the science portion of GED curricula and GED science materials, and adult learners' attitudes toward various aspects of science. Data collection methods included interviews with GED students and instructors, content analysis of relevant materials, and classroom observations. Data indicate that the students in general feel that the science they learn should be relevant to their lives and have direct applications in everyday life. Student understanding of science and interest in it appears to be contingent to their perceiving it as relevant to their lives and to society. Findings indicate that the instructional approaches used in GED programs influence students' perceptions about the relevance of science. Students in sites that use strategies such as group discussions and field trips appear to be more aware of science in the world around them and more enthusiastic about increasing this awareness. However, the dominant strategy in most GED programs is individual reading. The educational strategies used in GED programs generally focus on developing reading

Development and Large-Scale Validation of an Instrument to Assess Arabic-Speaking Students' Attitudes Toward Science

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Abd-El-Khalick, Fouad; Summers, Ryan; Said, Ziad; Wang, Shuai; Culbertson, Michael

2015-11-01

This study is part of a large-scale project focused on 'Qatari students' Interest in, and Attitudes toward, Science' (QIAS). QIAS aimed to gauge Qatari student attitudes toward science in grades 3-12, examine factors that impact these attitudes, and assess the relationship between student attitudes and prevailing modes of science teaching in Qatari schools. This report details the development and validation of the 'Arabic-Speaking Students' Attitudes toward Science Survey' (ASSASS), which was specifically developed for the purposes of the QIAS project. The theories of reasoned action and planned behavior (TRAPB) [Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. In D. Albarracín, B. T. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 173-221). Mahwah, NJ: Erlbaum] guided the instrument development. Development and validation of the ASSASS proceeded in 3 phases. First, a 10-member expert panel examined an initial pool of 74 items, which were revised and consolidated into a 60-item version of the instrument. This version was piloted with 369 Qatari students from the target schools and grade levels. Analyses of pilot data resulted in a refined version of the ASSASS, which was administered to a national probability sample of 3027 participants representing all students enrolled in grades 3-12 in the various types of schools in Qatar. Of the latter, 1978 students completed the Arabic version of the instrument. Analyses supported a robust, 5-factor model for the instrument, which is consistent with the TRAPB framework. The factors were: Attitudes toward science and school science, unfavorable outlook on science, control beliefs about ability in science, behavioral beliefs about the consequences of engaging with science, and intentions to pursue science.

The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program

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Bulunuz, Mizrap

2015-01-01

Problem Statement: Research studies indicate that teachers with negative attitudes toward science tend to use didactic approaches rather than approaches based on students' active participation. However, the reviews of the national academic literature in Turkey located a few research studies on the relationship between playful science experiences…

Investigating and Stimulating Primary Teachers' Attitudes Towards Science: Summary of a Large-Scale Research Project

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Walma van der Molen, Juliette; van Aalderen-Smeets, Sandra

2013-01-01

Attention to the attitudes of primary teachers towards science is of fundamental importance to research on primary science education. The current article describes a large-scale research project that aims to overcome three main shortcomings in attitude research, i.e. lack of a strong theoretical concept of attitude, methodological flaws in…

The Impact of a Short-Term Pharmacology Enrichment Program on Knowledge and Science Attitudes in Precollege Students

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Molly N Downing

2016-06-01

Full Text Available As our nation and the global economy place an increased demand for science, technology, engineering, and mathematics (STEM jobs, science educators must implement innovative approaches to pique precollege student’s interests in these careers. Pharmacology remains a relevant and engaging platform to teach biology and chemistry concepts, and this strategy applied over several months in the formal classroom increases science literacy in high school students. In order to improve the affordability and accessibility of this educational approach, we developed and assessed the impact of a short-term pharmacology day camp, ‘Pills, Potions, and Poisons’ (PPP, on high school students’ science knowledge and attitudes toward science careers. The PPP program was offered annually from 2009 through 2012, and participants spent 6 days learning about pharmacology and careers in the biomedical sciences. All PPP student participants (n=134 completed surveys assessing their basic science knowledge and science attitudes before and after the program. Students achieved significant gains in their science knowledge by the end (Day 6 of the PPP program (from 41% mean test score to 65%; p<0.001. In addition, the majority of participants agreed or strongly agreed that the PPP program positively impacted their attitudes toward science (p<0.001. This study provides evidence that a short-term pharmacology-centered science enrichment program can achieve significant gains in participant’s science knowledge as well as motivation and confidence towards science careers. Moreover, we report benefits experienced by the undergraduate, graduate, and professional pharmacy student teaching assistants (TAs, n=10 who reported improved communication skills and an increased interest in future educational work.   Type: Original Research

Do natural science experiments influence public attitudes towards environmental problems?

International Nuclear Information System (INIS)

Wallner, A.; Hunziker, M.; Kienast, F.

2003-01-01

We investigated the significance of risk assessment studies in the public discussion on CO 2 emissions. Politicians and representatives from the public were interviewed by using the social-science technique of qualitative in-depth interviews. Three different types of attitudes towards natural science were found among politicians. Depending on which attitude a politician holds, risk assessment studies can have an impact on his/her readiness to support environmental policy measures. Regarding lay people, key factors affecting the acceptance of environmental policy measures are knowledge of environmental problems, their impacts on ecosystems or human health as well as direct personal perception of those impacts. Since direct perception is not always possible in everyday life, natural science experiments might be a means for successfully mediating this lacking perception. (author)

A Cross-Age Study of Science Student Teachers' Chemistry Attitudes

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Çalik, Muammer; Ültay, Neslihan; Kolomuç, Ali; Aytar, Ayse

2015-01-01

The aim of this study is to investigate the effects of some variables (gender and year of study) on science student teachers' (SSTs) chemistry attitudes. An adapted version of Chemistry Attitudes and Experiences Questionnaire was administered to 983 SSTs drawn from four different universities in the region of Eastern Black Sea, Turkey. Significant…

The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

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Mathew, Nishi Mary

Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the

Effect of trainings on attitude formation towards nuclear science and technology

International Nuclear Information System (INIS)

Asuncion, Alvie J.; Loterina, Roel A.; Cansino, Percedita T.

2011-01-01

Nuclear energy's critical role in sustainable development has been highlighted in various reports and studies. This role, however, has been hampered by many influences; one of the most notable is public support which has been correlated with public attitudes. Public support drops rapidly in the midst of nuclear crises as in the case of the recent Fukushima accident, and unless interventions are made, this drop can become irreversible. Information dissemination and brief public communication may serve as short-term solutions, but these interventions appeal to opinions which are relatively more volatile than attitudes. Previous studies have shown that there are different pathways to attitude formation which include education and knowledge-building activities. In this study, the effect of training of the attitudes of participants towards nuclear science and technology was investigated. A questionnaire was designed and validated to measure attitudes towards Nuclear Science and Technology (NST) and was administered to participants of training courses conducted by the PNRI Nuclear Training Center. A total of 111 participants from five training courses were included as respondents which is 91% of the target population, of these, 30.6% are Educators, 44.1% are Medical Practitioners, and 25.2% are Licensees. Mean scores obtained from the questionnaire were analyzed and significant difference has been found at 0.05 confidence level, between participants' attitudes before and after attending a training course. There were slight differences observed from each group of respondents but over-all results show that knowledge-building activities like trainings can be utilized to improve public attitudes towards nuclear science and technology in the Philippine context. (author)

Attitude, Knowledge and Skill of Medical Students Toward E-Learning Kerman University Of Medical Sciences

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Okhovati M

2015-04-01

Full Text Available  Aims: According to the development of e-learning and its high efficiency on the development of Iran’s universities, level of knowledge and the attitude of the students to this modern method of education and indeed students’ skills in using it needed to be assessed to improve the quality and quantity of universities’ education. This study aimed to determine the attitude, knowledge and skill of medical students toward e-learning at Kerman University of Medical Sciences.  Instrument & Methods: In this descriptive cross-sectional study that was performed in 2013, 196 students of Kerman University of Medical Sciences were selected using proportional stratified sampling method. The research instrument was a valid and reliable questionnaire. Data were analyzed using Pearson correlation coefficient, ANOVA and independent T tests by SPSS 19 software.  Findings: The level of knowledge and skill of the students toward e-learning was “moderate” and their attitude was “high”. There were significant relationships between knowledge and skill (p=0.001 r=0.82 and also knowledge and attitude (p=0.001 r=0.37 but there was no significant relationship between skill and attitude (p=0.35 r=0.82. The scores of knowledge and skill were significantly different according to sex, but attitude had no significant difference with sex.  Conclusion: Kerman University of Medical Sciences’ students have a positive attitude to e-learning but according to their moderate knowledge and skills, performing this method of learning is not welcomed in this university.

The Impact of Science Integrated Curriculum Supplements on Early Childhood Teachers' Attitudes and Beliefs towards Science while In-Service: A Multiple Case

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Collins, Kellian L.

Science at the early childhood level has been rarely taught as a single subject or integrated into the curriculum. One reason why early childhood educators avoid teaching science are their attitudes, beliefs, and lack of understanding scientific concepts as presented in traditional science curriculums. The intervention used by researchers for improving beliefs and attitudes in K-6 pre-service teachers towards teaching science in early childhood has been science method courses. For in service teachers, the intervention has been professional development workshops, seminars, and symposiums. Though these interventions have had a positive impact on teachers' attitudes and beliefs toward teaching science, the interventions have not necessarily guaranteed more science being taught in the preschool classroom. The specific problem investigated for this study was how to improve the interventions designed to improve preschool teachers' attitudes and beliefs so that they would feel more confident in teaching science to young children. The purpose of this study was to examine how implementing a one-week science integrated curriculum supplement could be an effective tool for improving preschool teachers' attitudes and beliefs toward teaching science. This study utilized the qualitative multiple case study research method. A logical model was created based on negative teacher attitudes and beliefs attributes that were the core components of the Preschool Teachers' Attitudes and Beliefs toward Science teaching (P-TABS) questionnaire. The negative attributes were paired with positive interventions and encapsulated in a one-week science integrated curriculum supplement based on the factors of teacher comfort, child benefit and challenges. The primary source of evidence for this study was the semi-structured interview. The researcher contacted 24 early childhood facilities, 44 emails were sent to preschool teachers, four teachers agreed to participate in the study. The results of the

An Investigation of Social Capital and its Relationship with Religious Attitudes among the Students of Ardabil University of Medical Sciences

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Abdollah Asadi

2016-01-01

Full Text Available Background & objectives: Social capital is defined as norms and networks which provide conditions for participation in social activities in order to profit mutually. This study was designed to evaluate the social capital status of students of Ardabil University of Medical Sciences and its relationship with religious attitudes. Methods: This was a cross-sectional study of 500 students from Ardabil University of Medical Sciences during second half of the academic year 2014. Data were collected using demographic, social capital and religious attitudes questionnaires and analyzed by SPSS 22 using T-Test, Pearson correlation and ONOVA tests. Results: Total means score for social capital was 80.0±16. There was significant correlation between all dimensions of social capital (except for dimension of family and friends connections and religious attitudes status (p<0.05. Conclusion: Due to the influence of social capital and its relationship with the religious attitude, it can be a guide for reduction of concerns about the educated classes and increasing their social capital

Teaching science in a technology rich environment: Probeware's effect on student attitude and achievement

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Zelmanowicz, Marc

Purpose The use of technology in the science classroom has been a major part of the initiative toward increasing student attitude and achievement in Science, Technology, Education and Math [STEM] education in the United States. The purpose of this study was to determine the extent to which the use of probeware in a high school science living environment classroom impacts student attitude towards science and/or student achievement on standards-based assessments. This study sought to answer the following quantitative questions with a qualitative component: To what extent does the use of probeware in a high school level living environment course influence student attitudes toward science compared to students who are not using probeware? What is the impact, if any, on student achievement in a living environment course, as measured by New York State Living Environment Regents [NYSLER] exam grades, between students who use probeware and students who do not? Is there a significant difference between the two groups with regard to achieving mastery on the NYSLER exam? Sample The participants in the study were Living Environment students of a suburban high school outside of New York City. Methods The quasiexperimental study examined the effects of the replacement of traditional scientific equipment with probeware on student attitude and achievement in a living environment classroom. Student attitude was measured by the modified Attitude Toward Science Inventory [mATSI] and student achievement was measured by the New York State Living Environment Regents [NSLER] Exam. Descriptive statistics, ANCOVA and hierarchical regression analysis were conducted to answer the research questions in this study. A qualitative component was included to enhance the understanding of the quantitative analysis. Major Findings Through this study, results demonstrated a statistically significant impact of probeware on student attitude, but did not show a statistically significant impact of

Michael Faraday on the Learning of Science and Attitudes of Mind.

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Crawford, Elspeth

1998-01-01

Makes use of Michael Faraday's ideas on learning, focusing on his attitudes toward the unknowns of science and the development of an attitude that improves scientific decision making. This approach acknowledges that there is an inner struggle involved in facing unknowns. (DDR)

Interacting Science through Web Quests

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Unal, Ahmet; Karakus, Melek Altiparmak

2016-01-01

The purpose of this paper is to examine the effects of WebQuests on elementary students' science achievement, attitude towards science and attitude towards web supported education in teaching 7th grade subjects (Ecosystems, Solar System). With regard to this research, "Science Achievement Test," "Attitude towards Science Scale"…

The Attitudes of First Year Senior Secondary School Students toward Their Science Classes in the Sudan

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Lado, Longun Moses

This study examined the influence of a set of relevant independent variables on students' decision to major in math or science disciplines, on the one hand, or arts or humanities disciplines, on the other. The independent variables of interest in the study were students' attitudes toward science, their gender, their socioeconomic status, their age, and the strength and direction of parents' and peers' influences on their academic decisions. The study answered five research questions that concerned students' intention in math or science, the association between students' attitudes and their choice to major in math or science, the extent to which parents' and peers' perspectives influence students' choice of major, and the influence of a combination of relevant variables on students' choice of major. The scholarly context for the study was literature relating to students' attitudes toward science and math, their likelihood of taking courses or majoring in science or math and various conditions influencing their attitudes and actions with respect to enrollment in science or math disciplines. This literature suggested that students' experiences, their gender, parents' and peers' influence, their socio-economic status, teachers' treatment of them, school curricula, school culture, and other variables may influence students' attitudes toward science and math and their decision regarding the study of these subjects. The study used a questionnaire comprised of 28 items to elicit information from students. Based upon cluster sampling of secondary schools, the researcher surveyed 1000 students from 10 secondary schools and received 987 responses. The researcher used SPSS to analyze students' responses. Descriptive statistics, logistic regression, and multiple regression analyses to provide findings that address the study's research questions. The following are the major findings from the study: (1) The instrument used to measure students' attitudes toward science and

Exploring the Impact of Culture- and Language-Influenced Physics on Science Attitude Enhancement

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Morales, Marie Paz E.

2016-02-01

"Culture," a set of principles that trace and familiarize human beings within their existential realities, may provide an invisible lens through which reality could be discerned. Critically explored in this study is how culture- and language-sensitive curriculum materials in physics improve Pangasinan learners' attitude toward science. Their cultural preference or profile defined their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning processes. The culture- and language-influenced curriculum materials in physics were heavily influenced by Pangasinan learners' cultural preference or profile. Results of the experimental participants' pretest and posttest on science attitude measure, when compared, showed significant statistical difference. Assessment of science attitude enhancement favored the experimental group over the control group. Qualitative data gathered from postimplementation interviews, focus group discussions, and journal log entries indicated the same trend in favor of the experimental participants. The study yielded that culture and language integration in the teaching and learning processes of physics concepts allowed students to develop positive attitude to science, their culture, and native language.

Effects of the layered curriculum on student’s success, permanence and attitudes in Science and Technology Course

OpenAIRE

Mehmet Nuri Gömleksiz; Serav Biçer

2012-01-01

This study aims to determine the effects of the layered curriculum on students’ achievement, permanence and attitudes towards Science and Technology course.  The research was conducted with two classes including an experimental and a control class at 6th grade of Elazig İstiklal Primary School in 2009-2010 academic year. Mixed research model that utilize both quantitative and qualitative research methods together was preferred in this research. To that end, achievement test and attitude scale...

Attitudes toward Science (ATS): An Examination of Scientists' and Native Americans' Cultural Values and ATS and Their Effect on Action Priorities

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Murry, Adam T.

Science has been identified as a crucial element in the competitiveness and sustainability of America in the global economy. American citizens, especially minority populations, however, are not pursuing science education or careers. Past research has implicated ‘attitudes toward science’ as an important factor in the public’s participation in science. I applied Ajzen’s (1991) Theory of Planned Behavior to attitudes toward science to predict science-related sustainability-action intentions and evaluated whether scientists and Native Americans differed in their general attitudes toward science, cultural values, and specific beliefs about science. Analyses revealed that positive attitude toward science and the cultural value of individualism predicted intentions to engage with science-related sustainability actions. Unexpectedly, scientists and Native Americans did not differ in their cultural values or positive attitude toward science. However, Natives Americans held significantly more negative attitude toward science than scientists. Implications for science education and attitudes towards science theory and application are discussed.

KNOWLEDGE AND ATTITUDES RELATED TO HIV/AIDS AMONG MEDICAL AND ALLIED HEALTH SCIENCES STUDENTS

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Mohammad Akhtar Hussain

2011-12-01

Full Text Available Background: India estimates third highest number of HIV infections in the world, with about 2.4 million people currently living with HIV/AIDS. Adequately trained and sensitized healthcare professionals can play a vital role in combating this epidemic. Limited studies have explored knowledge and attitudes of medical students relating to HIV/AIDS, particularly in the eastern part of India. Methods: The present cross sectional study explored knowledge and attitudes of first year MBBS, BDS & BPT students of Kalinga Institute of Medical Sciences (KIMS, Bhubaneswar, Odisha on HIV/AIDS using a self-administered questionnaire. Data thus collected were analyzedand relevant statistics were calculated. Knowledge and attitude scores were determined and analysis of variance (ANOVA test was used to examine the equality between the groups. Results: All students scored low on the overall knowledge scale (<10/15. Specifically, knowledgewas low on modes of transmission and treatment. Attitudinal scores in the areas of precautions and need for training on HIV was low for all the three streams.The willingness to treat HIV/AIDS patient was found to be high amongst study participants. Conclusion: There is a need and scope to provide correct and detailed information on HIV/AIDS for new entrants in medical and allied health sciences to help them acquire adequate knowledge and develop appropriate attitudes towards HIV/AIDS.

Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers

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Riegle-Crumb, Catherine; Morton, Karisma; Moore, Chelsea; Chimonidou, Antonia; Labrake, Cynthia; Kopp, Sacha

2016-01-01

Due to their potential impact on students' cognitive and non-cognitive outcomes, the negative attitudes towards science held by many elementary teachers are a critical issue that needs to be addressed. This study focuses on the science education of pre-service elementary teachers with the goal of improving their attitudes before they begin their professional lives as classroom teachers. Specifically, this study builds on a small body of research to examine whether exposure to inquiry-based science content courses that actively involve students in the collaborative process of learning and discovery can promote a positive change in attitudes towards science across several different dimensions. To examine this issue, surveys and administrative data were collected from over 200 students enrolled in the Hands on Science (HoS) program for pre-service teachers at the University of Texas at Austin, as well as more than 200 students in a comparison group enrolled in traditional lecture-style classes. Quantitative analyses reveal that after participating in HoS courses, pre-service teachers significantly increased their scores on scales measuring confidence, enjoyment, anxiety, and perceptions of relevance, while those in the comparison group experienced a decline in favorable attitudes to science. These patterns offer empirical support for the attitudinal benefits of inquiry-based instruction and have implications for the future learning opportunities available to students at all education levels. PMID:27667862

The comparison between science virtual and paper based test in measuring grade 7 students’ critical thinking

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Dhitareka, P. H.; Firman, H.; Rusyati, L.

2018-05-01

This research is comparing science virtual and paper-based test in measuring grade 7 students’ critical thinking based on Multiple Intelligences and gender. Quasi experimental method with within-subjects design is conducted in this research in order to obtain the data. The population of this research was all seventh grade students in ten classes of one public secondary school in Bandung. There were 71 students within two classes taken randomly became the sample in this research. The data are obtained through 28 questions with a topic of living things and environmental sustainability constructed based on eight critical thinking elements proposed by Inch then the questions provided in science virtual and paper-based test. The data was analysed by using paired-samples t test when the data are parametric and Wilcoxon signed ranks test when the data are non-parametric. In general comparison, the p-value of the comparison between science virtual and paper-based tests’ score is 0.506, indicated that there are no significance difference between science virtual and paper-based test based on the tests’ score. The results are furthermore supported by the students’ attitude result which is 3.15 from the scale from 1 to 4, indicated that they have positive attitudes towards Science Virtual Test.

KNOWLEDGE AND ATTITUDES OF HEALTH CARE SCIENCE STUDENTS TOWARD OLDER PEOPLE.

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Milutinović, Dragana; Simin, Dragana; Kacavendić, Jelena; Turkulov, Vesna

2015-01-01

Education of health science students in geriatrics is important in order to provide optimal care for the growing number of elderly people because it is the attitudes of health professionals toward the elderly that play the key role in the quality of care provided. Therefore, the aim of this study was to assess the knowledge and attitudes of health care science students towards ageing and care for the elderly. The present cross-sectional study was carried out on a sample of 130 students (medical, nursing and special education and rehabilitation) of the Faculty of Medicine, University of Novi Sad. The students were divided into two groups. The first group (E) included students having been taught geriatrics and nursing older adults and the other group (C) included students who had not been trained in this subject. The authors used Palmore's facts on Ageing Quiz for the knowledge evaluation and Kogan's Attitude toward Older People Scale for the attitude evaluation. The results of Facts on Aging Quiz showed the average level of students' knowledge and statistically significant difference between E and C group. The analysis of Kogan's Attitudes toward Old People Scale showed that both groups had neutral attitudes toward older people. Furthermore, a positive correlation between students' knowledge and attitudes was found. There is increasing evidence on the correlation between education, knowledge and attitudes toward older people which suggests that by acquiring better insights into all aspects of ageing through their education the students develop more positive attitudes and interest in working with older adults.

The Dimensions and Impact of Informal Science Learning Experiences on Middle Schoolers' Attitudes and Abilities in Science

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Lin, Pei-Yi; Schunn, Christian D.

2016-01-01

Learners encounter science in a wide variety of contexts beyond the science classroom which collectively could be quite influential on student attitudes and abilities. But relatively little is known about the relative influence of different forms of informal science experiences, especially for the kinds of experiences that students typically…

Attitudes and intellectual development of further education science students

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El-Farargy, Nancy Ibrahim

The world of teaching and learning in the sciences in the Further Education (FE) sector is relatively under-researched. This study, across Scottish FE colleges, has sought to define some of the key landmarks in the area of the sciences, looking specifically at the students and their college experiences by means of surveys, interviews and curriculum intervention. The study started from the issue, observed personally, of students finding the learning of chemistry for a nursing course as being problematic. The main aim was to explore the key issues of science in FE, focussing on problems and successes. The attitudes, intellectual development and self perceptions of students have all been considered. The study explores the attitudes and self perceptions of over 800 learners studying the sciences at ten Scottish colleges. Demographic data, prior learning experiences and current learning attitudes to science and learning were obtained by means of questionnaires and interviews. Intellectual development data was obtained using an adaptation of the Perry Scheme of Intellectual Development. Further interview data were obtained with participating students at various stages of their learning experiences. The results show that, in general, students have varied backgrounds, aspirations and reasons for learning in FE. The learning experiences obtained at college were, in general, viewed to be very positive. In addition, the participating lecturers in Further Education college classes were viewed in a very positive light. In most cases, attitudes towards students learning experiences at college were viewed more positively than at school level, this being a greater emphasis for biology than chemistry. In addition, the role of the teacher at school level could be seen clearly in developing positive attitudes to science. In relating this back to school experience, it was found that those who had positive attitudes to science at school level, correlated more with intentions of

Health science center faculty attitudes towards interprofessional education and teamwork.

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Gary, Jodie C; Gosselin, Kevin; Bentley, Regina

2018-03-01

The attitudes of faculty towards interprofessional education (IPE) and teamwork impact the education of health professions education (HPE) students. This paper reports on a study evaluating attitudes from health professions educators towards IPE and teamwork at one academic health science center (HSC) where modest IPE initiatives have commenced. Drawing from the results of a previous investigation, this study was conducted to examine current attitudes of the faculty responsible for the training of future healthcare professionals. Survey data were collected to evaluate attitudes from HSC faculty, dentistry, nursing, medicine, pharmacy and public health. In general, positive HSC faculty attitudes towards interprofessional learning, education, and teamwork were significantly predicted by those affiliated with the component of nursing. Faculty development aimed at changing attitudes and increasing understanding of IPE and teamwork are critical. Results of this study serve as an underpinning to leverage strengths and evaluate weakness in initiating IPE.

Life Science Students' Attitudes, Interest, and Performance in Introductory Physics for Life Sciences: An Exploratory Study

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Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann

2018-01-01

In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and…

A study of the effects of gender and different instructional media (computer-assisted instruction tutorials vs. textbook) on student attitudes and achievement in a team-taught integrated science class

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Eardley, Julie Anne

The purpose of this study was to determine the effect of different instructional media (computer assisted instruction (CAI) tutorial vs. traditional textbook) on student attitudes toward science and computers and achievement scores in a team-taught integrated science course, ENS 1001, "The Whole Earth Course," which was offered at Florida Institute of Technology during the Fall 2000 term. The effect of gender on student attitudes toward science and computers and achievement scores was also investigated. This study employed a randomized pretest-posttest control group experimental research design with a sample of 30 students (12 males and 18 females). Students had registered for weekly lab sessions that accompanied the course and had been randomly assigned to the treatment or control group. The treatment group used a CAI tutorial for completing homework assignments and the control group used the required textbook for completing homework assignments. The Attitude toward Science and Computers Questionnaire and Achievement Test were the two instruments administered during this study to measure students' attitudes and achievement score changes. A multivariate analysis of covariance (MANCOVA), using hierarchical multiple regression/correlation (MRC), was employed to determine: (1) treatment versus control group attitude and achievement differences; and (2) male versus female attitude and achievement differences. The differences between the treatment group's and control group's homework averages were determined by t test analyses. The overall MANCOVA model was found to be significant at p factor set independent variables separately resulted in gender being the only variable that significantly contributed in explaining the variability in a dependent variable, attitudes toward science and computers. T test analyses of the homework averages showed no significant differences. Contradictory to the findings of this study, anecdotal information from personal communication, course

Effects of Teaching Gardening on Science Students' Attitudes toward Entrepreneurial Skills Acquisition in Jos South, Plateau State, Nigeria

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Charity, Dimlong; Ozoji, Bernadette Ebele; Osasebor, Florence Osaze; Ibn Umar, Suleiman

2017-01-01

This study investigated the effects of teaching gardening on science students' attitudes toward entrepreneurial skills acquisition in Jos South, Plateau State, Nigeria. The study employed the non-randomized pre-test post-test non-equivalent control group design. A sample of 75 senior secondary school students from two intact classes, randomly…

Job applicants’ attitudes towards cognitive ability and personality testing

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Rachelle Visser

2017-10-01

Full Text Available Orientation: Growing research has shown that not only test validity considerations but also the test-taking attitudes of job applicants are important in the choice of selection instruments as these can contribute to test performance and the perceived fairness of the selection process. Research purpose: The main purpose of this study was to determine the test-taking attitudes of a diverse group of job applicants towards personality and cognitive ability tests administered conjointly online as part of employee selection in a financial services company in South Africa. Motivation for the study: If users understand how job applicants view specific test types, they will know which assessments are perceived more negatively and how this situation can potentially be rectified. Research design, approach and method: A non-experimental and cross-sectional survey design was used. An adapted version of the Test Attitude Survey was used to determine job applicants’ attitudes towards tests administered online as part of an employee selection process. The sample consisted of a group of job applicants (N = 160 who were diverse in terms of ethnicity and age and the educational level applicable for sales and supervisory positions. Main findings: On average, the job applicants responded equally positively to the cognitive ability and personality tests. The African job applicants had a statistically significantly more positive attitude towards the tests than the other groups, and candidates applying for the sales position viewed the cognitive ability tests significantly less positively than the personality test. Practical and managerial implications: The choice of selection tests used in combination as well as the testing conditions that are applicable should be considered carefully as they are the factors that can potentially influence the test-taking motivation and general test-taking attitudes of job applicants. Contribution: This study consolidated the

Investigating and stimulating primary teachers’ attitudes towards science: Summary of a large-scale research project

NARCIS (Netherlands)

Walma van der Molen, Julie Henriëtte; van Aalderen-Smeets, Sandra

2013-01-01

Attention to the attitudes of primary teachers towards science is of fundamental importance to research on primary science education. The current article describes a large-scale research project that aims to overcome three main shortcomings in attitude research, i.e. lack of a strong theoretical

Two-year study relating adolescents' self-concept and gender role perceptions to achievement and attitudes toward science

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Handley, Herbert M.; Morse, Linda W.

To assess the developmental relationship of perceptions of self-concept and gender role identification with adolescents' attitudes and achievement in science, a two-year longitudinal study was conducted. A battery of instruments assessing 16 dimensions of self-concept/gender role identifications was employed to predict students' achievement and attitudes toward science. Specific behaviors studied included self-concept in school and science and mathematics, attitudes toward appropriate gender roles in science activities and careers, and self-perceptions of masculine and feminine traits. One hundred and fifty-five adolescents, enrolled, respectively, in the seventh and eighth grades, participated in the study. Through Fisher z transformations of correlation coefficients, differences in relationships between these two sets of variables were studied for males and females during the two years. Results indicated that students' self-concepts/gender role perceptions were related to both achievement and attitudes toward science, but more related to attitudes than achievement. These relationships became more pronounced for students as they matured from seventh to eighth graders.

Measuring Science Curriculum Improvement Study Teachers' Attitudinal Changes Toward Science.

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Hovey, Larry Michael

Investigated were three questions related to the relationship between a science teacher's attitude regarding the use of a newer science program, in this instance the Science Curriculum Improvement Study (SCIS): (1) Could the Projective Tests of Attitudes, originally designed for fifth-grade students, be modified for use with adults? (2) Is there a…

Comparative study of middle school students' attitudes towards science: Rasch analysis of entire TIMSS 2011 attitudinal data for England, Singapore and the U.S.A. as well as psychometric properties of attitudes scale

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Pey Tee, Oon; Subramaniam, R.

2018-02-01

We report here on a comparative study of middle school students' attitudes towards science involving three countries: England, Singapore and the U.S.A. Complete attitudinal data sets from TIMSS (Trends in International Mathematics and Science Study) 2011 were used, thus giving a very large sample size (N = 20,246), compared to other studies in the journal literature. The Rasch model was used to analyse the data, and the findings have shed some useful light on not only how the Western and Asian students responded on a comparative basis in the various scales related to attitudes but also on the validity, reliability, and unidimensionality of the attitudes instrument used in TIMSS 2011. There may be a need for TIMSS test developers to consider doing away with negatively phrased items in the attitudes instrument and phrasing these positively as the Rasch framework shows that response bias is associated with these statements.

Improving Science Attitude and Creative Thinking through Science Education Project: A Design, Implementation and Assessment

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Sener, Nilay; Türk, Cumhur; Tas, Erol

2015-01-01

The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the…

Prospective Science Teachers' Attitudes and Views of Using Journal Writing in the "Methods of Teaching Science" Course

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Ambusaidi, Abdullah

2014-01-01

The aim of this study was to investigate the attitudes of prospective science teachers at Sultan Qaboos University towards and their views about using journal writing in the Methods of Teaching Science course. Twenty-six prospective science teachers were asked to write about each topic in the course in their journal to show their understanding of…

Physical Science Teachers' Attitudes to and Factors Affecting Their Integration of Technology Education in Science Teaching in Benin

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Kelani, Raphael R.; Gado, Issaou

2018-01-01

Following the calls of international conferences related to the teaching of science and technology, technology education (TE) was integrated as a component of physical sciences programmes in Benin, West Africa. This study investigates physical science teachers' attitudes towards the integration of TE topics in secondary school science curricula in…

The impact of a STS/Constructivist learning approach on the beliefs and attitudes of preservice science teachers

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Akcay, Hakan

The purpose of this study was to determine the impact of an Science-Technology-Society (STS) course for preservice science teachers. The course was designed to change not only preservice science teachers' attitudes toward science, scientists and science courses, but also the awareness and use of STS/Constructivist approaches in teaching. It also focuses on changes in preservice science teachers regarding the effectiveness of an STS/Constructivist learning environment. Both qualitative and quantitative research methods were used with and a one-group pretest-posttest design. The instruments were administered to the preservice science teachers at the beginning of the semester as pre-tests and again at the end of the semester as post-tests. Data gathered from pre- and post-administration were analyzed for each of the instruments that provide answers to the research questions. The sample consists of forty-one pre-service science teachers who were enrolled in the Societal & Educational Applications of Biological Concepts course during the spring semester of the 2004 and 2005 academic years at the University of Iowa. The major findings for the study include the following: (1) Preservice science teachers showed significantly growth over the semester in their perceptions concerning STS/Constructivism, beliefs about science teaching and learning, and attitudes toward science and technology, and their implications for society. These significant changes were not affected by gender nor grade (elementary vs secondary) level. (2) Preservice science teachers gain in understanding of how students learn with STS/Constructivist approaches. They also increased their use of STS/Constructivist approaches which were developed and applied to teaching science for all students. (3) Preservice science teachers showed statistically significant growth toward an STS/Constructivist philosophy of science teaching and learning in terms of student actions in the classroom, as well as their

Test-Taking Skills of Secondary Students: The Relationship with Motivation, Attitudes, Anxiety and Attitudes towards Tests

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Dodeen, Hamzeh M.; Abdelfattah, Faisal; Alshumrani, Saleh

2014-01-01

Test-taking skills are cognitive skills that enable students to undergo any test-taking situation in an appropriate manner. This study is aimed at assessing the relationship between students' test-taking skills and each of the following variables: motivation to learn mathematics; mathematics anxiety; attitudes towards mathematics; and attitudes…

Using children's literature to enhance views of nature of science and scientific attitude in fourth graders

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Hampton, Kathryn Walker

This project was an effort to study the effect of integrating children's trade books into the fourth grade science curriculum on the students' views of the nature of science and their scientific attitude. The effect on the students' reading and language achievement, and science content knowledge was also analyzed. This was done by comparing the nature of science views and scientific attitudes, reading and language achievement scores, and the science grades of the treatment group, prior to and immediately following the intervention period, with the control group which did not participate in the integration of children's books. The science teacher's views on the nature of science and her attitude towards teaching science were also evaluated prior to and after the intervention. The selected trade books were evaluated for their coverage of nature of science aspects. Three intact classes of fourth grade students from a local elementary school were involved in the study along with their science and reading teacher. Two of the classes made up the experimental group and the remaining class served as the control group. All students were assessed prior to the intervention phase on their views of the nature of science and scientific attitudes. The experimental group was engaged in reading selected science trade books during their science class and study hall over a semester period. The results of the study showed a significant difference in the groups' initial reading and language achievement, which may have affected the lack of an effect from the intervention. The instrument selected to assess the student's views on the nature of science and scientific attitude (SAI II) was not reliable with this group. There was no significant difference on the students' science content knowledge as measured by their semester grade averages. The results from the teacher's response on the STAS II did indicate slight changes on her views on the nature of science. Sixty-nine of the eighty

Students' Science Attitudes, Beliefs, and Context: Associations with Science and Chemistry Aspirations

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Mujtaba, Tamjid; Sheldrake, Richard; Reiss, Michael J.; Simon, Shirley

2018-01-01

There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students' background and home context, their own attitudes and beliefs, and their experiences of particular…

Comparison and Evaluation of Motivation and Attitude of Medical Students at Basic Sciences and Internship phase on Cheating in Exams at Shahid Beheshti University of Medical Sciences in 2012

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Aliasghar Jame-Bozorgi

2016-05-01

Full Text Available Background and Purpose: There is much evidence that the prevalence of academic misbehaviors is increasing in universities. This study examined the motivation and attitudes of medical students of Shahid Beheshti University of Medical Sciences on cheating and its frequency.Methods: The study is a survey of medical students’ of Shahid Beheshti University of Medical Sciences attitudes on cheating and Data was analyzed using Chi-square and McNemar's test.Results: One hundred and sixty medical students participated in this study. The mean and standard deviation of students’ age was 22.69±2.29 years. Basic Sciences and internship students’ attitudes on three cheating behaviors, including cheating from others (P=0.028, helping other students to copy answers during exams (P=0.001, and recording false reports deliberately to facilitate assignments were significantly different (P=0.0001. The students' highest motivation for cheating was fear of failing in the exam (79.3% and difficulty of the course (77.5%.Conclusions: The results showed that there were a higher number of interns than basic sciences students considered two behaviors of helping others to cheat and copying from one’s hand as cheating. It seems that policy-making in universities must be in a way that the problems of educational program, attitude and environment get more attention. In this regard, medical ethics education, reduced stress and pressure associated with medical education, fair and decisive punishment for dishonest people and appropriate resource allocation should be carried out for exam’s environment control.Keywords: Motivation, Attitude, Medical Students, Cheating

Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

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Wolf, Stephen J.; Fraser, Barry J.

2008-01-01

This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…

Assessing Attitudes Towards Science During an Adaptive Online Astrobiology Course: Comparing Online and On-Campus Undergraduates

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Perera, Viranga; Mead, Chris; Buxner, Sanlyn; Horodyskyj, Lev; Semken, Steven; Lopatto, David; Anbar, Ariel

2016-10-01

General-education Science, Technology, Engineering, and Mathematics (STEM) courses are accepted as essential to a college education. An often cited reason is to train a scientifically literate populace who can think critically and make informed decisions about complex issues such as climate change, health care, and atomic energy. Goals of these STEM courses, therefore, go beyond content knowledge to include generating positive attitudes towards science, developing competence in evaluating scientific information in everyday life and understanding the nature of science. To gauge if such non-content learning outcomes are being met in our course, an online astrobiology course called Habitable Worlds, we administered the Classroom Undergraduate Research Experience (CURE) survey to students. The survey was administered before and after completion of the course for three semesters starting with the Fall 2014 semester and ending with the Fall 2015 semester (N = 774). A factor analysis indicated three factors on attitudes: toward science education, toward the interconnectedness of science with non-science fields, and toward the nature of science. Here we present some differences between students enrolled in online degree programs (o-course) and those enrolled in traditional undergraduate programs (i-course). While mean course grades were similar, changes in attitudes toward science differ significantly between o-course and i-course students. The o-course students began the course with more positive attitudes across all three factors than the i-course students. Their attitudes toward science education improved during the course, while the i-course students showed no change. Attitudes toward the other two factors declined in both populations during the course, but declines were smaller among o-course students. These differences may indicate lesser intrinsic motivation among the i-course students. The CURE survey has not been used before in an online course; therefore, we will

Colour attitude test: the possibility of application in sociology

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V P Tkach

2009-09-01

Full Text Available The article provides the analysis of the cognitive potential of colour tests in sociology. Nowadays colour tests which are extensively used in the framework of psychology find practically no application in sociological research due to a number of their peculiarities. However, it should be recognized that such tests as colour attitude test demonstrate the richest cognitive potential for the identification of value preferences and social attitudes system at the level of the unconscious of various social groups. The methodological experiment carried out by the author has proved demonstratively the feasibility and high efficiency of colour attitude tests application in the framework of empirical sociological research.

The Effects of "Girls in Science Day" on Middle School Girls' Attitudes and Interests in Science

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Dixon, Carmen S.

Because of the underrepresentation of women in STEM fields, many organizations are hosting days to promote middle school girls' interest in science. The purpose of this dissertation examines one of these days, and is three-fold: Number one, to determine if the event "Girls in Science Day [GIS]" affected the interests and attitudes of the middle school girls who attend. Number two, to examine how GIS affected their interests and attitudes in science, and number three, to examine if there is a long time impact on the girls who attend GIS in middle school by interviewing them when they are older and determine if attending GIS made lasting impressions on their lives. It utilizes a mixed-methods approach by using a quantitative Likert-type scale to determine the first purpose mentioned, pre- and post- attendance interviews to examine purpose two, and longitudinal interviews of past participants to determine purpose three. These methods are then combined using meta-inference and results and implications are examined. Future research is then recommended to improve the status of women in science careers.

Spacecraft Hybrid (Mixed-Actuator) Attitude Control Experiences on NASA Science Missions

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Dennehy, Cornelius J.

2014-01-01

There is a heightened interest within NASA for the design, development, and flight implementation of mixed-actuator hybrid attitude control systems for science spacecraft that have less than three functional reaction wheel actuators. This interest is driven by a number of recent reaction wheel failures on aging, but what could be still scientifically productive, NASA spacecraft if a successful hybrid attitude control mode can be implemented. Over the years, hybrid (mixed-actuator) control has been employed for contingency attitude control purposes on several NASA science mission spacecraft. This paper provides a historical perspective of NASA's previous engineering work on spacecraft mixed-actuator hybrid control approaches. An update of the current situation will also be provided emphasizing why NASA is now so interested in hybrid control. The results of the NASA Spacecraft Hybrid Attitude Control Workshop, held in April of 2013, will be highlighted. In particular, the lessons learned captured from that workshop will be shared in this paper. An update on the most recent experiences with hybrid control on the Kepler spacecraft will also be provided. This paper will close with some future considerations for hybrid spacecraft control.

High School Physical Education Teachers' Attitudes and Use of Fitness Tests

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Mercier, Kevin; Phillips, Sharon; Silverman, Stephen

2016-01-01

Recommendations for using and implementing fitness tests have been extensively researched and teachers' attitudes toward fitness tests are beginning to be studied. Less understood is how high school teachers use fitness tests and the role their attitudes toward fitness tests affect students' attitudes toward physical activity. The purpose of this…

The influence of female social models in corporate STEM initiatives on girls' math and science attitudes

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Medeiros, Donald J.

The United States' Science, Technology, Engineering, and Mathematics (STEM) workforce is growing slower than in the past, in comparison to demand, and in comparison to other countries. Competitive talent conditions require the United States to develop a strong pipeline of STEM talent within its own citizens. Given the number of female college graduates and their underrepresentation in the STEM workforce, women provide the greatest opportunity for fulfilling this need. The term social model represents the individuals and media that shape children's self-perceptions. Social models have been shown to positively influence girl's perceptions of the value of math and science as well as their expectations of success. This study examined differences in attitudes towards math and science among student participants in corporate STEM programs. Differences were measured based on participant gender and ethnicity, their mentor's gender and ethnicity, and program design differences. The research purpose was to inform the design of corporate STEM programs to improve female participants' attitudes towards math and science and eventually increase the number of women in the STEM workforce. Over three hundred students in differing corporate STEM programs completed math and science attitudinal scales at the start and end of their programs. Study results revealed, prior to program start, female participants had a better attitude towards math and science than male participants. Analysis of the Trends in International Mathematics and Science Study data showed similar results. Overall program results demonstrated higher post program math and science attitudes with no differences based on gender, age, or ethnicity of the participant or mentor. Participants with high program or mentor satisfaction were found to have higher attitudes towards math and science. These results may suggest improving female academic choice requires more focus on their expectations of success than perceived task

Students' science attitudes, beliefs, and context: associations with science and chemistry aspirations

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Mujtaba, Tamjid; Sheldrake, Richard; Reiss, Michael J.; Simon, Shirley

2018-04-01

There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students' background and home context, their own attitudes and beliefs, and their experiences of particular teaching approaches in school might limit or facilitate their studying aspirations; concurrently, less research has specifically focused on and surveyed disadvantaged students. In order to gain more insight, 4780 students were surveyed, covering those in Year 7 (age 11-12 years) and in Year 8 (age 12-13) from schools in England with high proportions of those from disadvantaged backgrounds. Predictive modelling highlighted that the students' aspirations to study non-compulsory science in the future, and to study the particular subject of chemistry, were strongly associated with their extrinsic motivation towards science (their perceived utility of science, considered as a means to gain particular careers or skills), their intrinsic interest in science, and their engagement in extra-curricular activities. Additionally, their self-concept beliefs (their confidence in their own abilities in science), some teaching approaches, and encouragement from teachers and family alongside family science capital had smaller but still relevant associations.

The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science

OpenAIRE

Murphy, Clíona; Smith, Greg

2012-01-01

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students' conceptual and pedagogical knowledge of science and on their attitudes towards teaching science in the primary classroom. A questionnaire, containing closed ...

An Exploratory Case Study of Olympiad Students' Attitudes towards and Passion for Science

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Oliver, Mary; Venville, Grady

2011-01-01

Much is known about high school students' attitudes towards science but there is almost no research on what passion for science might look like and how it might be manifested. This exploratory case study took advantage of a unique group of highly gifted science students participating in the Australian Science Olympiad (N = 69) to explore their…

Exploring Gender Differences across Elementary, Middle, and High School Students' Science and Math Attitudes and Interest

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LeGrand, Julie

The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as gender gaps in achievement close and representation becomes more equitable in certain academic domains, research has turned to social and cultural factors to explain why fewer women persist in STEM studies and careers than men. The purpose of this study was to examine gender differences in science and math attitudes and interests from elementary school, to middle school, to high school. To examine possible gender-specific shifts in students' interest and attitudes in science and math, 136 students from a suburban, public school district were surveyed at the elementary school level (N=31), middle school level (N=54), and high school level (N=51) and various constructs were used to assess the responses in accordance with expectancy-value theory. Utilizing a mixed-methods approach, a random sample of students from each grade level then participated in focus groups, and corollary themes were identified. Results from a logistical regression analysis and Mann-Whitney Test indicated that significant gender differences exist for interest, efficacy, expectancy, and value within science domains (pgender differences in mathematics are present only at the elementary school level.

Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning

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Abed, Osama H.

2016-01-01

This study investigated the effect of drama-based science teaching on students' understanding of scientific concepts and their attitudes towards science learning. The study also aimed to examine if there is an interaction between students' achievement level in science and drama-based instruction. The sample consisted of (87) of 7th grade students…

Science Teacher Attitudes toward Inquiry-Based Teaching and Learning

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DiBiase, Warren; McDonald, Judith R.

2015-01-01

The purpose of this study was to determine teachers' attitudes, values, and beliefs about inquiry. The participants of this study were 275 middle grade and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, curricular demands, and administrative support are perceived as constraints,…

Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

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Roberts, Patrice Helen

This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual

Colour attitude test: the possibility of application in sociology

OpenAIRE

V P Tkach

2009-01-01

The article provides the analysis of the cognitive potential of colour tests in sociology. Nowadays colour tests which are extensively used in the framework of psychology find practically no application in sociological research due to a number of their peculiarities. However, it should be recognized that such tests as colour attitude test demonstrate the richest cognitive potential for the identification of value preferences and social attitudes system at the level of the unconscious of vario...

Investigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science

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Jeffery, Erica; Nomme, Kathy; Deane, Thomas; Pollock, Carol; Birol, Gülnur

2016-01-01

Students' academic experiences can influence their conceptualization of science. In contrast experts hold particular beliefs, perceptions, opinions, and attitudes about science that are often absent in first-year undergraduate students. Shifts toward more expert-like attitudes and views have been linked to improved student engagement,…

Impact of a school district's science reform effort on the achievement and attitudes of third- and fourth-grade students

Science.gov (United States)

Shymansky, James A.; Yore, Larry D.; Anderson, John O.

2004-10-01

This article is about one school district's effort to reform its elementary science curriculum through a program of professional development called Science, Parents, Activities and Literature (Science PALs). The differential exposure of the district's K-6 teachers to Science PALs and differences in how well teachers implemented Science PALs-type inquiry strategies allowed us to conduct a quasi-experimental study of the impact of Science PALs on student achievement and attitudes. We measured achievement with an instrument based on items taken from the Third International Mathematics and Science Study (TIMSS; International Association for the Evaluation of Educational Achievement, [1997]) and selected attitudes about science with the Student Perceptions of Classroom Climate (SPOCC; Yore et al., [1998]), an instrument that we designed. Our analyses of student attitude scores as a function of years of teacher participation in Science PALs and supervisor's rating of a teacher's implementation of the project's instructional approaches showed a significant overall positive impact on student attitudes toward school science. Student TIMSS scores on multiple-choice items or constructed-response items did not improve significantly when analyzed by the number of years a student's teacher was involved in the Science PALs effort or by the supervisor's rating of that implementation. We found no significant differences in attitude or achievement scores among students taught by a series of teachers rated high, medium, or low in quality of implementation by the district's science supervisor. We discuss possible explanations for the lack of clear and positive connections between Science PALs and student performance in light of the increased focus on accountability in reform projects.

At the Beginning of the STEM Pipeline: A Case Study Exploring Preadolescent Female Students' Attitudes Toward Science, Perceptions of Scientists, and Developing Career Aspirations

Science.gov (United States)

Heacock, Lucy Vogel

The continuous underrepresentation of women in science, technology, engineering, and math (STEM), referred to as the leaky pipeline, has been examined from multiple perspectives internationally, while the attitudes and perceptions of preadolescent girls regarding STEM remain largely ignored. Employing a constructivist paradigm, this qualitative case study explored the perceptions and attitudes of 40 public elementary school female students across three grade levels regarding science, scientists, and career aspirations. Mixed-methods data collections included three survey instruments combined with semi-structured interviews. Self-efficacy, stereotype threat, and career choice theory provided the framework for the overarching research question: What are the attitudes and perceptions of female preadolescent students at the third, fourth, and fifth grade levels regarding science and scientists, and how might these dispositions affect their early development of STEM career aspirations and interests? The Three-Dimensions of Student Attitude Towards Science (TDSAS) instrument informed the exploration of self-efficacy; the modified Draw-A-Scientist Test (mDAST) and Rubric informed the exploration of stereotype threat; and the STEM-Career Interest Survey (CIS) informed the exploration of career aspirations. Semi-structured interviews were conducted with six participants. Results from this study indicated that the majority of the preadolescent girls thought science was an important topic to study and displayed an attitude of self-confident ability to learn science and be successful in science class. They highly enjoyed scientific experimentation and deeply valued problem solving. While they inferred they did not experience gender bias, the girls did engage in stereotyping scientists. Over half the girls expected to use science in their future careers, while a minority had already determined they wanted to be scientists when they grow up. The study concludes with

Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses

Science.gov (United States)

Michaluk, Lynnette; Stoiko, Rachel; Stewart, Gay; Stewart, John

2018-04-01

Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study ( N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses ( N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.

Ethnic Comparisons in HIV Testing Attitudes, HIV Testing, and Predictors of HIV Testing Among Black and White College Students.

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Moore, Melanie P; Javier, Sarah J; Abrams, Jasmine A; McGann, Amanda Wattenmaker; Belgrave, Faye Z

2017-08-01

This study's primary aim was to examine ethnic differences in predictors of HIV testing among Black and White college students. We also examined ethnic differences in sexual risk behaviors and attitudes toward the importance of HIV testing. An analytic sample of 126 Black and 617 White undergraduatestudents aged 18-24 were analyzed for a subset of responses on the American College Health Association-National College Health Assessment II (ACHA-NCHA II) (2012) pertaining to HIV testing, attitudes about the importance of HIV testing, and sexual risk behaviors. Predictors of HIV testing behavior were analyzed using logistic regression. t tests and chi-square tests were performed to access differences in HIV test history, testing attitudes, and sexual risk behaviors. Black students had more positive attitudes toward testing and were more likely to have been tested for HIV compared to White students. A greater number of sexual partners and more positive HIV testing attitudes were significant predictors of HIV testing among White students, whereas relationship status predicted testing among Black students. Older age and history of ever having sex were significant predictors of HIV testing for both groups. There were no significant differences between groups in number of sexual partners or self-reports in history of sexual experience (oral, vaginal, or anal). Factors that influence HIV testing may differ across racial/ethnic groups. Findings support the need to consider racial/ethnic differences in predictors of HIV testing during the development and tailoring of HIV testing prevention initiatives targeting college students.

Learning Activities That Combine Science Magic Activities with the 5E Instructional Model to Influence Secondary-School Students' Attitudes to Science

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Lin, Jang-Long; Cheng, Meng-Fei; Chang, Ying-Chi; Li, Hsiao-Wen; Chang, Jih-Yuan; Lin, Deng-Min

2014-01-01

The purpose of this study was to investigate how learning materials based on Science Magic activities affect student attitudes to science. A quasi-experimental design was conducted to explore the combination of Science Magic with the 5E Instructional Model to develop learning materials for teaching a science unit about friction. The participants…

Investigation of Pre-Service Science Teachers' Attitudes towards Sustainable Environmental Education

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Keles, Özgül

2017-01-01

The purpose of the current study is to investigate pre-service science teachers' sustainable environmental education attitudes and the factors affecting them in terms of some variables (gender and grade level). The study group of the current research is comprised of 154 pre-service teachers attending the Department of Science Education in the…

Early-Years Educators' Attitudes to Science and Pseudo-Science: The Case of Astronomy and Astrology.

Science.gov (United States)

Kallery, Maria

2001-01-01

Surveyed Greek elementary teachers' attitudes toward astrology, investigating whether they could distinguish between astronomy as the science and astrology as the pseudoscience. Teacher surveys indicated that 60 percent of respondents subscribed more or less to the astrological principles, and 59 percent viewed both astronomy and astrology as…

Science exemplars in the eye of the beholder: How exposure to online science information affects attitudes

NARCIS (Netherlands)

Knobloch-Westerwick, S.; Johnson, B.K.; Silver, N.A.; Westerwick, A.

2015-01-01

Drawing on exemplification theory and confirmation bias, this study examined exposure to online science information and subsequent attitude impacts. Participants freely browsed online messages manipulated to feature (a) either exemplar or numeric information and (b) opposing viewpoints, resulting in

Career education attitudes and practices of K-12 science educators

Science.gov (United States)

Smith, Walter S.

A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

Elementary Science Indoors and Out: Teachers, Time, and Testing

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Carrier, Sarah J.; Tugurian, Linda P.; Thomson, Margareta M.

2013-10-01

In this article, we present the results from a mixed-methods research study aimed to document indoor and outdoor fifth grade science experiences in one school in the USA in the context of accountability and standardized testing. We used quantitative measures to explore students' science knowledge, environmental attitudes, and outdoor comfort levels, and via qualitative measures, we examined views on science education and environmental issues from multiple sources, including the school's principal, teachers, and students. Students' science knowledge in each of the four objectives specified for grade 5 significantly improved during the school year. Qualitative data collected through interviews and observations found limited impressions of outdoor science. Findings revealed that, despite best intentions and a school culture that supported outdoor learning, it was very difficult in practice for teachers to supplement their classroom science instruction with outdoor activities. They felt constrained by time and heavy content demands and decided that the most efficient way of delivering science instruction was through traditional methods. Researchers discuss potentials and obstacles for the science community to consider in supporting teachers and preparing elementary school teachers to provide students with authentic experiential learning opportunities. We further confront teachers' and students' perceptions that science is always best and most efficiently learned inside the classroom through traditional text-driven instruction.

Using response-time latencies to measure athletes' doping attitudes: the brief implicit attitude test identifies substance abuse in bodybuilders.

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Brand, Ralf; Wolff, Wanja; Thieme, Detlef

2014-09-10

Knowing and, if necessary, altering competitive athletes' real attitudes towards the use of banned performance-enhancing substances is an important goal of worldwide doping prevention efforts. However athletes will not always be willing to reporting their real opinions. Reaction time-based attitude tests help conceal the ultimate goal of measurement from the participant and impede strategic answering. This study investigated how well a reaction time-based attitude test discriminated between athletes who were doping and those who were not. We investigated whether athletes whose urine samples were positive for at least one banned substance (dopers) evaluated doping more favorably than clean athletes (non-dopers). We approached a group of 61 male competitive bodybuilders and collected urine samples for biochemical testing. The pictorial doping Brief Implicit Association Test (BIAT) was used for attitude measurement. This test quantifies the difference in response latencies (in milliseconds) to stimuli representing related concepts (i.e. doping-dislike/like-[health food]). Prohibited substances were found in 43% of all tested urine samples. Dopers had more lenient attitudes to doping than non-dopers (Hedges's g = -0.76). D-scores greater than -0.57 (CI95 = -0.72 to -0.46) might be indicative of a rather lenient attitude to doping. In urine samples evidence of administration of combinations of substances, complementary administration of substances to treat side effects and use of stimulants to promote loss of body fat was common. This study demonstrates that athletes' attitudes to doping can be assessed indirectly with a reaction time-based test, and that their attitudes are related to their behavior. Although bodybuilders may be more willing to reveal their attitude to doping than other athletes, these results still provide evidence that the pictorial doping BIAT may be useful in athletes from other sports, perhaps as a complementary measure in evaluations of

Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

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Harvey, Robert Christopher

The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1

Students attitude towards calculus subject: Bumiputera case-study

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Awang, Noorehan; Ilias, Mohd Rijal; Che Hussain, Wan Siti Esah; Mokhtar, Siti Fairus

2013-04-01

Mathematics has always become the most dislike subject among other subjects in school. Study showed that attitudes of students in science subjects such as mathematics were closely related to how they solve problems, accessing ideas and making a right decision. According to another study on mathematics achievement of eighth grade students in Malaysia, mathematics grades among bumiputera students was lower when compared to other races such as Chinese and Indians. The poor performance was due to their attitude and pre-conceived ideas towards the subject. Therefore, this study was designed todetermine the criteria and subcriteria that were considered important in measuring students' attitude toward mathematics among the bumiputeras. Factor analysis was carried out to identify the groups among criterion. Instrument used to measure mathematics attitude was Test of Mathematics Related Attitude (TOMRA) which measured student attitudes in four criteria: normality of mathematics, attitudes towards mathematics inquiry, adoption of mathematics attitude and enjoyment of mathematics lessons. The target population of this study was all computer science and quantitative science students who enrolled Calculus subject in UiTM Kedah. Findings shows that there are two criteria that influenced students attitude toward mathematics namely normality of mathematics with eleven subcriteria and enjoyment of mathematics with eight subcriteria. From the analysis it shows that the total percentage of variation explained is 35.071% with 0.837 Cronbach's alpha reliability test. The findings will help the lecturers, parents and society to consider what action should be taken to install interest and positive attitude of bumiputera students towards mathematics and thus improve their achievement.

Primary Teachers Conducting Inquiry Projects: Effects on Attitudes towards Teaching Science and Conducting Inquiry

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van Aalderen-Smeets, Sandra I.; Walma van der Molen, Juliette H.; van Hest, Erna G. W. C. M.; Poortman, Cindy

2017-01-01

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers' attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers' attitudes. Teachers felt less anxious…

Analyzing students' attitudes towards science during inquiry-based lessons

Science.gov (United States)

Kostenbader, Tracy C.

Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students' attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher's transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

Validity of the Eating Attitude Test among Exercisers.

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Lane, Helen J; Lane, Andrew M; Matheson, Hilary

2004-12-01

Theory testing and construct measurement are inextricably linked. To date, no published research has looked at the factorial validity of an existing eating attitude inventory for use with exercisers. The Eating Attitude Test (EAT) is a 26-item measure that yields a single index of disordered eating attitudes. The original factor analysis showed three interrelated factors: Dieting behavior (13-items), oral control (7-items), and bulimia nervosa-food preoccupation (6-items). The primary purpose of the study was to examine the factorial validity of the EAT among a sample of exercisers. The second purpose was to investigate relationships between eating attitudes scores and selected psychological constructs. In stage one, 598 regular exercisers completed the EAT. Confirmatory factor analysis (CFA) was used to test the single-factor, a three-factor model, and a four-factor model, which distinguished bulimia from food pre-occupation. CFA of the single-factor model (RCFI = 0.66, RMSEA = 0.10), the three-factor-model (RCFI = 0.74; RMSEA = 0.09) showed poor model fit. There was marginal fit for the 4-factor model (RCFI = 0.91, RMSEA = 0.06). Results indicated five-items showed poor factor loadings. After these 5-items were discarded, the three models were re-analyzed. CFA results indicated that the single-factor model (RCFI = 0.76, RMSEA = 0.10) and three-factor model (RCFI = 0.82, RMSEA = 0.08) showed poor fit. CFA results for the four-factor model showed acceptable fit indices (RCFI = 0.98, RMSEA = 0.06). Stage two explored relationships between EAT scores, mood, self-esteem, and motivational indices toward exercise in terms of self-determination, enjoyment and competence. Correlation results indicated that depressed mood scores positively correlated with bulimia and dieting scores. Further, dieting was inversely related with self-determination toward exercising. Collectively, findings suggest that a 21-item four-factor model shows promising validity coefficients among

Effects of an intensive middle school science experience on the attitude toward science, self-esteem, career goal orientation, and science achievement of eighth-grade female students

Science.gov (United States)

Williams, Tammy Kay

The purpose of this investigation was to examine the effects of a year long intensive extracurricular middle school science experience on the self-esteem, career goal orientation, and attitude toward science of eighth grade female students using both quantitative and qualitative methods. Sixteen self-selected eighth grade female students participated in extracurricular science experiences such as camping, rock climbing, specimen collecting and hiking, as well as meeting and interacting with female science role models. Data was collected using pre- and posttest methods using the Children's Attitude Toward Science Survey, the Coopersmith Self-Esteem Inventory, and the Self-Directed Search (SDS) Career Explorer. End of year science course grades were examined for seventh and eighth grades and compared to first semester high school grades. Qualitative data was in the form of: (1) focus group interviews conducted prior to field experiences, at the end of all field experiences, and at the end of the first semester of high school, and (2) journal entries from throughout the project. Qualitative data was examined for changes in student perceptions of science as a discipline, self as scientist, women in science, and social comparison of self in science.

Scientists' attitudes on science and values: Case studies and survey methods in philosophy of science.

Science.gov (United States)

Steel, Daniel; Gonnerman, Chad; O'Rourke, Michael

2017-06-01

This article examines the relevance of survey data of scientists' attitudes about science and values to case studies in philosophy of science. We describe two methodological challenges confronting such case studies: 1) small samples, and 2) potential for bias in selection, emphasis, and interpretation. Examples are given to illustrate that these challenges can arise for case studies in the science and values literature. We propose that these challenges can be mitigated through an approach in which case studies and survey methods are viewed as complementary, and use data from the Toolbox Dialogue Initiative to illustrate this claim. Copyright © 2017 Elsevier Ltd. All rights reserved.

Developing Turkish Preservice Preschool Teachers' Attitudes and Understanding about Teaching Science through Play

Science.gov (United States)

Bulunuz, Mizrap

2012-01-01

This research studied the development of preservice teachers' understandings and attitudes about teaching science through playful experiences. Subjects were 94 senior preservice teachers in two sections of a science methods class on teaching preschool children. Data sources were semi-structured interviews and open-ended questionnaire at the…

Pedagogical Beliefs and Attitudes of Computer Science Teachers in Greece

Science.gov (United States)

Fessakis, Georgios; Karakiza, Tsampika

2011-01-01

Pedagogical beliefs and attitudes significantly determine the professional skills and practice of teachers. Many professional development programs for teachers aim to the elaboration of the pedagogical knowledge in order to improve teaching quality. This paper presents the study of pedagogical beliefs of computer science teachers in Greece. The…

Medical teachers' attitudes towards science and motivational orientation for medical research.

Science.gov (United States)

Cvek, Mario; Hren, Darko; Sambunjak, Dario; Planinc, Mislav; Macković, Maja; Marusić, Ana; Marusić, Matko

2009-01-01

Research is an important motivating factor for pursuing a career in academic medicine, but the relation between motivation and other factors involved in scientific research are not clear. To explore the motivational orientation for doing research and its relation with attitudes towards science and publication practice among members of faculty at a medical school. We used a Science Attitude Survey and the Work Preference Inventory (intrinsic and extrinsic motivational orientation using 4 Likert-type scales of motivation, possible range 1-5) to survey two groups of teachers at the Zagreb University School of Medicine (n = 327, 66% response rate): professors, elected to tenure-track positions (n = 150), and instructor/research fellows working on or just completing their thesis (n = 177). Overall, teachers scored highest on the Enjoyment subscale of intrinsic motivational orientation (mean score +/- standard deviation 4.3 +/- 0.42 for professors vs 4.1 +/- 0.42 for instructors/research fellows, P = 0.001, t-test). Professors also scored higher than instructors/research fellows on the Challenge subscale of intrinsic motivational orientation (3.8 +/- 0.55 vs. 3.5 +/- 0.64, P motivational orientation (3.5 +/- 0.74 vs. 3.1 +/- 0.71, P motivation, and negatively associated with scores on the Compensation subscale of extrinsic motivation. Members of the medical faculty differ in motivational orientation for research depending on their academic status, and their motivation is associated more with requirements for academic advancement than with research. These findings have important implications for developing strategies for enhancing academic research production.

Grade 8 students' capability of analytical thinking and attitude toward science through teaching and learning about soil and its' pollution based on science technology and society (STS) approach

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Boonprasert, Lapisarin; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study reported Grade 8 students' analytical thinking and attitude toward science in teaching and learning about soil and its' pollution through science technology and society (STS) approach. The participants were 36 Grade 8 students in Naklang, Nongbualumphu, Thailand. The teaching and learning about soil and its' pollution through STS approach had carried out for 6 weeks. The soil and its' pollution unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' analytical thinking and attitude toward science was collected during their learning by participant observation, analytical thinking test, students' tasks, and journal writing. The findings revealed that students could gain their capability of analytical thinking. They could give ideas or behave the characteristics of analytical thinking such as thinking for classifying, compare and contrast, reasoning, interpreting, collecting data and decision making. Students' journal writing reflected that the STS class of soil and its' pollution motivated students. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

Not All Education is Equally Liberal: The Effects of Science Education on Political Attitudes

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Christine Ma-Kellams

2014-07-01

Full Text Available Education stands as a potent predictor of political attitudes; however, the underlying mechanisms and moderators of this relationship are not well-understood. We hypothesize that the liberalizing effect of education is moderated by discipline, and that the scientific ethos that serves to guide empirical inquiries facilitates the development of more liberal political attitudes via concerns about fairness and equality. As predicted, being educated in a science-related discipline, as opposed to a non-science discipline, was associated with greater political liberalism; importantly, this effect could not be accounted for by self-selection (Study 1. Furthermore, concerns about fairness and equality, as captured by an individual’s social dominance orientation, mediated the relationship between studying science and political liberalism (Study 2. Study 3 replicated these findings and attest to their generalizability. Study 4 directly assessed the underlying mechanism, endorsement of the scientific ethos, and replicated the mediational model; those who endorsed the scientific ethos more strongly reported more liberal political attitudes, and this was mediated by their lower social dominance orientation.

Female science teacher beliefs and attitudes: implications in relation to gender and pedagogical practice

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Zapata, Mara; Gallard, Alejandro J.

2007-10-01

Beliefs and attitudes resulting from the unique life experiences of teachers frame interactions with learners promoting gender equity or inequity and the reproduction of social views about knowledge and power as related to gender. This study examines the enactment of a female science teacher's pedagogy (Laura), seeking to understand the implications of her beliefs and attitudes, as framed by her interpretations and daily manifestations, as she interacts with students. Distinct influences inform the conceptual framework of this study: (a) the social organization of society at large, governed by understood and unspoken patriarchy, present both academically and socially; (b) the devaluing of women as "knowers" of scientific knowledge as defined by a western and male view of science; (c) the marginalization or "feminization" of education and pedagogical knowledge. The findings reflect tensions between attitudes and beliefs and actual teacher practice suggesting the need for awareness within existing or new teachers about their positions as social agents and the sociological implications related to issues of gender within which we live and work, inclusive of science teaching and learning.

Attitude roots and Jiu Jitsu persuasion: Understanding and overcoming the motivated rejection of science.

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Hornsey, Matthew J; Fielding, Kelly S

2017-01-01

There is a worryingly large chasm between scientific consensus and popular opinion. Roughly one third of Americans are skeptical that humans are primarily responsible for climate change; rates of some infectious diseases are climbing in the face of anti-immunization beliefs; and significant numbers of the population worldwide are antievolution creationists. It is easy to assume that resistance to an evidence-based message is a result of ignorance or failure to grasp evidence (the "deficit model" of science communication). But increasingly, theorists understand there are limits to this approach, and that if people are motivated to reject science, then repeating evidence will have little impact. In an effort to create a transtheoretical language for describing these underlying motivations, we introduce the notion of "attitude roots." Attitude roots are the underlying fears, ideologies, worldviews, and identity needs that sustain and motivate specific "surface" attitudes like climate skepticism and creationism. It is the antiscience attitude that people hear and see, but it is the attitude root-what lies under the surface-that allows the surface attitudes to survive even when they are challenged by evidence. We group these attitude roots within 6 themes-worldviews, conspiratorial ideation, vested interests, personal identity expression, social identity needs, and fears and phobias-and review literature relevant to them. We then use these insights to develop a "jiu jitsu" model of persuasion that places emphasis on creating change by aligning with (rather than competing with) these attitude roots. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Using response-time latencies to measure athletes’ doping attitudes: the brief implicit attitude test identifies substance abuse in bodybuilders

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2014-01-01

Background Knowing and, if necessary, altering competitive athletes’ real attitudes towards the use of banned performance-enhancing substances is an important goal of worldwide doping prevention efforts. However athletes will not always be willing to reporting their real opinions. Reaction time-based attitude tests help conceal the ultimate goal of measurement from the participant and impede strategic answering. This study investigated how well a reaction time-based attitude test discriminated between athletes who were doping and those who were not. We investigated whether athletes whose urine samples were positive for at least one banned substance (dopers) evaluated doping more favorably than clean athletes (non-dopers). Methods We approached a group of 61 male competitive bodybuilders and collected urine samples for biochemical testing. The pictorial doping Brief Implicit Association Test (BIAT) was used for attitude measurement. This test quantifies the difference in response latencies (in milliseconds) to stimuli representing related concepts (i.e. doping–dislike/like–[health food]). Results Prohibited substances were found in 43% of all tested urine samples. Dopers had more lenient attitudes to doping than non-dopers (Hedges’s g = -0.76). D-scores greater than -0.57 (CI95 = -0.72 to -0.46) might be indicative of a rather lenient attitude to doping. In urine samples evidence of administration of combinations of substances, complementary administration of substances to treat side effects and use of stimulants to promote loss of body fat was common. Conclusion This study demonstrates that athletes’ attitudes to doping can be assessed indirectly with a reaction time-based test, and that their attitudes are related to their behavior. Although bodybuilders may be more willing to reveal their attitude to doping than other athletes, these results still provide evidence that the pictorial doping BIAT may be useful in athletes from other sports

Influencing attitudes toward science through field experiences in biology

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Carpenter, Deborah Mcintyre

The purpose of this study was to determine how student attitudes toward science are influenced by field experiences in undergraduate biology courses. The study was conducted using two institutions of higher education including a 2-year lower-level and a 2-year upper-level institution. Data were collected through interviews with student participants, focus group discussions, students' journal entries, and field notes recorded by the researcher during the field activities. Photographs and video recordings were also used as documentation sources. Data were collected over a period of 34 weeks. Themes that emerged from the qualitative data included students' beliefs that field experiences (a) positively influence student motivation to learn, (b) increase student ability to learn the concepts being taught, and (c) provide opportunities for building relationships and for personal growth. The findings of the study reinforce the importance of offering field-study programs at the undergraduate level to allow undergraduate students the opportunity to experience science activities in a field setting. The research study was framed by the behavioral and developmental theories of attitude and experience including the Theory of Planned Behavior (Ajzen, 1991) and the Theory of Experiential Learning (Kolb, 1984).

Assessing students' learning outcomes, self-efficacy and attitudes toward the integration of virtual science laboratory in general physics

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Ghatty, Sundara L.

Over the past decade, there has been a dramatic rise in online delivery of higher education in the United States. Recent developments in web technology and access to the internet have led to a vast increase in online courses. For people who work during the day and whose complicated lives prevent them from taking courses on campus, online courses are the only alternatives by which they may achieve their goals in education. The laboratory courses are the major requirements for college and university students who want to pursue degree and certification programs in science. It is noted that there is a lack of laboratory courses in online physics courses. The present study addressed the effectiveness of a virtual science laboratory in physics instruction in terms of learning outcomes, attitudes, and self-efficacy of students in a Historically Black University College. The study included fifty-eight students (36 male and 22 female) of different science majors who were enrolled in a general physics laboratory course. They were divided into virtual and traditional groups. Three experiments were selected from the syllabus. The traditional group performed one experiment in a traditional laboratory, while the virtual group performed the same experiment in a virtual laboratory. For the second experiment, the use of laboratories by both groups was exchanged. Learner's Assessment Test (LAT), Attitudes Toward Physics Laboratories (ATPL), and Self-Efficacy Survey (SES) instruments were used. Additionally, quantitative methods such as an independent t-test, a paired t-test, and correlation statistics were used to analyze the data. The results of the first experiment indicated the learning outcomes were higher in the Virtual Laboratory than in the traditional laboratory, whereas there was no significant difference in learning outcomes with either type of lab instruction. However, significant self-efficacy gains were observed. Students expressed positive attitudes in terms of liking

Evaluation of Changes in Ghanaian Students' Attitudes Towards Science Following Neuroscience Outreach Activities: A Means to Identify Effective Ways to Inspire Interest in Science Careers.

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Yawson, Nat Ato; Amankwaa, Aaron Opoku; Tali, Bernice; Shang, Velma Owusua; Batu, Emmanuella Nsenbah; Asiemoah, Kwame; Fuseini, Ahmed Denkeri; Tene, Louis Nana; Angaandi, Leticia; Blewusi, Isaac; Borbi, Makafui; Aduku, Linda Nana Esi; Badu, Pheonah; Abbey, Henrietta; Karikari, Thomas K

2016-01-01

The scientific capacity in many African countries is low. Ghana, for example, is estimated to have approximately twenty-three researchers per a million inhabitants. In order to improve interest in science among future professionals, appropriate techniques should be developed and employed to identify barriers and correlates of science education among pre-university students. Young students' attitudes towards science may affect their future career choices. However, these attitudes may change with new experiences. It is, therefore, important to evaluate potential changes in students' attitudes towards science after their exposure to experiences such as science outreach activities. Through this, more effective means of inspiring and mentoring young students to choose science subjects can be developed. This approach would be particularly beneficial in countries such as Ghana, where: (i) documented impacts of outreach activities are lacking; and (ii) effective means to develop scientist-school educational partnerships are needed. We have established an outreach scheme, aimed at helping to improve interaction between scientists and pre-university students (and their teachers). Outreach activities are designed and implemented by undergraduate students and graduate teaching assistants, with support from faculty members and technical staff. Through this, we aim to build a team of trainee scientists and graduates who will become ambassadors of science in their future professional endeavors. Here, we describe an approach for assessing changes in junior high school students' attitudes towards science following classroom neuroscience outreach activities. We show that while students tended to agree more with questions concerning their perceptions about science learning after the delivery of outreach activities, significant improvements were obtained for only two questions, namely "I enjoy science lessons" and "I want to be a scientist in the future." Furthermore, there was a

The impact of real-time, Internet experiments versus interactive, asynchronous replays of experiments on high school students science concepts and attitudes

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Kubasko, Dennis S., Jr.

). Students' attitudes towards learning about science concepts weren't different from one group to the other, but all students changed their views independent of treatment condition. Across treatment groups students performed similarly on all assessment instruments used to measure the nature of science domain. Furthermore, there were no significant differences, pre-test to post-test between groups or due to interaction. These findings show that students' investigations using the Internet and stored replay experiences can assist science educators in providing student with more inquiry-based experiences.

Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers

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Martin-Dunlop, Catherine; Fraser, Barry J.

2008-01-01

This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers' perceptions of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students in a large urban university. Changing students' ideas about science laboratory teaching and…

The effects of higher-order questioning strategies on nonscience majors' achievement in an introductory environmental science course and their attitudes toward the environment

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Eason, Grace Teresa

The purpose of this quasi-experimental study was to determine the effect a higher-order questioning strategy (Bloom, 1956) had on undergraduate non-science majors' attitudes toward the environment and their achievement in an introductory environmental science course, EDS 1032, "Survey of Science 2: Life Science," which was offered during the Spring 2000 term. Students from both treatment and control groups (N = 63), which were determined using intact classes, participated in eight cooperative group activities based on the Biological Sciences Curriculum Studies (BSCS) 5E model (Bybee, 1993). The treatment group received a higher-order questioning method combined with the BSCS 5E model. The control group received a lower-order questioning method, combined with the BSCS 5E model. Two instruments were used to measure students' attitude and achievement changes. The Ecology Issue Attitude (EIA) survey (Schindler, 1995) and a comprehensive environmental science final exam. Kolb's Learning Style Inventory (KLSI, 1985) was used to measure students' learning style type. After a 15-week treatment period, results were analyzed using MANCOVA. The overall MANCOVA model used to test the statistical difference between the collective influences of the independent variables on the three dependent variables simultaneously was found to be not significant at alpha = .05. This differs from findings of previous studies in which higher-order questioning techniques had a significant effect on student achievement (King 1989 & 1992; Blosser, 1991; Redfield and Rousseau, 1981; Gall 1970). At the risk of inflated Type I and Type II error rates, separate univariate analyses were performed. However, none of the research factors, when examined collectively or separately, made any significant contribution to explaining the variability in EIA attitude, EIA achievement, and comprehensive environmental science final examination scores. Nevertheless, anecdotal evidence from student's self

An Ongoing Investigation of Science Literacy: Results of a 22-Year Study Probing Students' Knowledge and Attitude Towards Science

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Impey, C.; Buxner, S.; Antonellis, J.; CATS

2013-04-01

This talk presents findings related to our ongoing work investigating students' knowledge and attitudes towards science and technology. We present an overview of research studies and findings including a comparison of the science literacy measures of University of Arizona students compared to national studies, conceptions related to astrology, views of radiation, and students' pseudoscience and religious beliefs. We discuss implications for instructors and researchers interested in improving students' science literacy scores and diagnosing alternative beliefs.

The Design and Validation of the Colorado Learning Attitudes about Science Survey

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Adams, W. K.; Perkins, K. K.; Dubson, M.; Finkelstein, N. D.; Wieman, C. E.

2005-09-01

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This instrument extends previous work by probing additional facets of student attitudes and beliefs. It has been written to be suitably worded for students in a variety of different courses. This paper introduces the CLASS and its design and validation studies, which include analyzing results from over 2400 students, interviews and factor analyses. Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described. This paper serves as the foundation for the results and conclusions from the analysis of our survey data.

The Effect of Simulation-Assisted Laboratory Applications on Pre-Service Teachers' Attitudes towards Science Teaching

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Ulukök, Seyma; Sari, Ugur

2016-01-01

In this study, the effects of computer-assisted laboratory applications on pre-service science teachers' attitudes towards science teaching were investigated and the opinions of the pre-service teachers about the application were also determined. The study sample consisted of 46 students studying science teaching Faculty of Education. The study…

Attitudes toward Science among Grades 3 through 12 Arab Students in Qatar: Findings from a Cross-Sectional National Study

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Said, Ziad; Summers, Ryan; Abd-El-Khalick, Fouad; Wang, Shuai

2016-01-01

This study assessed students' attitudes toward science in Qatar. A cross-sectional, nationwide probability sample representing all students enrolled in grades 3 through 12 in the various types of schools in Qatar completed the "Arabic Speaking Students' Attitudes toward Science Survey" (ASSASS). The validity and reliability of the…

Science Song Project: Integration of Science, Technology and Music to Learn Science and Process Skills

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Jiyoon Yoon

2017-07-01

Full Text Available It has been critical to find a way for teachers to motivate their young children to learn science and improve science achievement. Since music has been used as a tool for educating young students, this study introduces the science song project to teacher candidates that contains science facts, concepts, laws and theories, and combines them with music for motivating their young children to learn science and improve science achievement. The purpose of the study is to determine the effect of the science song project on teacher candidates’ understanding of science processing skills and their attitudes toward science. The participants were 45 science teacher candidates who were enrolled in an EC-6 (Early Childhood through Grade 6 program in the teacher certification program at a racially diverse Texas public research university. To collect data, this study used two instruments: pre-and post-self efficacy tests before and after the science teacher candidates experienced the science song project and final reflective essay at the end of the semester. The results show that while developing their songs, the participating teacher candidates experienced a process for science practice, understood science concepts and facts, and positively improved attitudes toward science. This study suggests that the science song project is a science instruction offering rich experiences of process-based learning and positive attitudes toward science.

Attitudes to School Science Held by Primary Children in Pakistan

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Iqbal, Hafiz Muhammad; Nageen, Tabassum; Pell, Anthony William

2008-01-01

Attitudes to science scales developed earlier in England have been used in and around a Pakistan city with children in Primary/Elementary Grades 4-8. The limitations of a "transferred scale" in a culturally different context are apparent in a failure to reproduce the English factor patterns, but items are identified to serve as a base…

Influence of Culture and Language Sensitive Physics on Science Attitude Enhancement

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Morales, Marie Paz E.

2015-01-01

The study critically explored how culture and language sensitive curriculum materials in physics improve Pangasinan learners' attitude towards science. Their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning process determined their cultural preference or profile. Design and…

Teacher interpersonal behaviour and student attitudes in Brunei primary science classes classes

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Scott, R.; Brok, den P.J.; Fisher, D.; Staver, J.; Zandvliet, D.; Tillotson, J.; Anderson, C. W.; Crawley, F.

2004-01-01

This study investigated relationships between students’ perceptions of their teachers’ interpersonal behaviour and their subject-related attitude in primary science classes in Brunei. Teacher-student interpersonal behaviour was mapped with the Questionnaire on Teacher Interaction (QTI) and reported

Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study

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Savelsbergh, E.R.; Prins, G.T.; Rietbergen, C.; Fechner, S.; Vaessen, B.E.; Draijer, J.M.; Bakker, A.

2016-01-01

Many teaching approaches have been tried to improve student attitudes and achievement in science and mathematics education. Achievement effects have been synthesized, but a systematic overview of attitude effects is missing. This study provides a meta analytic review based on 56 publications

The Integration of Mathematics in Middle School Science: Student and Teacher Impacts Related to Science Achievement and Attitudes Towards Integration

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McHugh, Luisa

Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to improved student perception of the integration of science and mathematics. Although there is adequate literature to substantiate students' positive responses to integration in terms of attitudes, there has been little empirical data to support significant academic improvement when both disciplines are taught in an integrated method. This research study, conducted at several school districts on Long Island and New York City, New York, examined teachers' attitudes toward integration and students' attitudes about, and achievement on assessments in, an integrated 8th grade science classroom compared to students in a non-integrated classroom. An examination of these parameters was conducted to analyze the impact of the sizeable investment of time and resources needed to teach an integrated curriculum effectively. These resources included substantial teacher training, planning time, collaboration with colleagues, and administration of student assessments. The findings suggest that students had positive outcomes associated with experiencing an integrated science and mathematics curriculum, though these were only weakly correlated with teacher confidence in implementing the integrated model successfully. The positive outcomes included the ability of students to understand scientific concepts within a concrete mathematical framework, improved confidence in applying mathematics to scientific ideas, and increased agreement with the usefulness of mathematics in interpreting science concepts. Implications of these research findings may be of benefit to educators and policymakers looking to adapt integrated curricula in order to

Scientific Knowledge and Attitude Change: The Impact of a Citizen Science Project. Research Report

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Brossard, Dominique; Lewenstein, Bruce; Bonney, Rick

2005-01-01

This paper discusses the evaluation of an informal science education project, The Birdhouse Network (TBN) of the Cornell Laboratory of Ornithology. The Elaboration Likelihood Model and the theory of Experiential Education were used as frameworks to analyse the impact of TBN on participants' attitudes toward science and the environment, on their…

The Relationship between Preservice Science Teachers' Attitude toward Astronomy and Their Understanding of Basic Astronomy Concepts

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Bektasli, Behzat

2016-01-01

Turkish preservice science teachers have been taking a two-credit astronomy class during the last semester of their undergraduate program since 2010. The current study aims to investigate the relationship between preservice science teachers' astronomy misconceptions and their attitudes toward astronomy. Preservice science teachers were given an…

Effects of a science education module on attitudes towards modern biotechnology of secondary school students

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Klop, T.; Severiens, S.E.; Knippels, M-C.P.J.; Mill, M.H.W.; ten Dam, G.T.M.

2010-01-01

This article evaluated the impact of a four‐lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the

Attitude Change When Presenting Science Museum Visitors with Risk-Benefit Information

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Phelan, Siëlle; Specht, Inga; Schnotz, Wolfgang; Lewalter, Doris

2017-01-01

Visitors to modern science museums are likely to encounter exhibitions presenting conflicting information, such as risks and benefits of new scientific developments. Such exhibitions encourage visitors to reflect upon different sides of a story and to form or adjust their attitudes toward the topic on display. However, there is very little…

Do Thinking Styles Matter for Science Achievement and Attitudes toward Science Class in Male and Female Elementary School Students in Taiwan?

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Wang, Tzu-Ling; Tseng, Yi-Kuan

2015-01-01

The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…

Assessing Student Attitudes Towards Science in an Adaptive Online Astrobiology Course: Comparing Online and On-Campus Undergraduates

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Buxner, S.; Perera, V.; Mead, C.; Horodyskyj, L.; Semken, S. C.; Lopatto, D.; Anbar, A. D.

2016-12-01

General-education Science, Technology, Engineering, and Mathematics (STEM) courses are considered essential to a college education, in part, to train students to think critically and to make informed decisions about complex scientific issues such as climate change and public health. Therefore, the goals of these STEM courses go beyond content knowledge to include generating positive attitudes towards science, developing competence in evaluating scientific information in everyday life, and understanding the nature of science. The Classroom Undergraduate Research Experience (CURE) survey is frequently used to measure these attitudes, but it has not previously been used in an online, general education course. In this work, we administered the CURE survey for three semesters (N = 774) before and after completion of an online astrobiology course called Habitable Worlds. We compare students taking this course as part of fully-online degree programs (o-course) with those taking it as part of traditional undergraduate programs (i-course). More females and older students were among the o-course group, while overall the course had more white students than the Arizona State University average. Mean course grades were similar between the two groups but attitudes toward science differred significantly. O-course students began the course with more positive attitudes than i-course students, and o-course students also showed more positive changes at the end of the course. These differences suggest lesser intrinsic motivation among the i-course students. Additionally, pre-course attitudes correlated with final course grade for o-course students, but not for i-course students, which implies that success among o-course students is influenced by different factors than i-course students. Thus, effective student support strategies may differ for online-only students. Future work will include student interviews to better calibrate the CURE survey to online science courses.

Portuguese validation of the children's eating attitudes test

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Maria Del Carmen Bento Teixeira

2012-01-01

Full Text Available BACKGROUND: The Eating Attitudes Test (EAT is the most widely used instrument for evaluating eating disorders in adults and adolescents in a variety of cultures and samples. OBJECTIVE: The aim of this study was to analyse the psychometric properties of the Portuguese version of the Children's Eating Attitudes Test (ChEAT. METHOD: Nine hundred and fifty-six Portuguese secondary students (565 girls and 391 boys answered the ChEAT. The test-retest reliability was obtained with data from 206 participants from the total sample who re-answered the questionnaire after 4-6 weeks. Psychometric analyses were carried out for the total sample and separately for girls and boys. RESULTS: Internal consistency and test-retest reliability were satisfactory. Principal components factorial analysis yielded four factors in the total sample, accounting for 42.35% of the total variance. Factor structure was similar in the total sample and in both genders. Factors were labelled: F1 "Fear of Getting Fat", F2 "Restrictive and Purgative Behaviours", F3 "Food Preoccupation" and F4 "Social Pressure to Eat". The concurrent validity, explored using the Contour Drawing Figure Rating Scale (CDRS was high. DISCUSSION: The Portuguese version of the ChEAT is a valid and useful instrument for the evaluation of abnormal eating attitudes and behaviours among Portuguese adolescents.

Attitudes and Behavior of Ajman University of Science and Technology Students Towards the Environment

OpenAIRE

Rasha Abdel Raman

2016-01-01

This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass Communication and Humanities, Engineering, Dentistry and Pharmacy). The Attitudes and Behavior Scale Towards the Environment (ABSTE) w...

Assessing the Attitudes and Beliefs of Preservice Middle School Science Teachers toward Biologically Diverse Animals

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Wagler, Ron; Wagler, Amy

2015-01-01

The purpose of this study was to assess the relationship between United States (US) preservice middle school science teacher characteristics, their attitude toward a specific animal and their belief concerning the likelihood of incorporating information about that specific animal into their future science classroom. The study participants…

Effects of traditional teaching vs a multisensory instructional package on the science achievement and attitudes of English language learners middle-school students and English-speaking middle-school students

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Crosley, Haver

This research was designed to determine the relative effectiveness of a Multi-sensory Instructional Package (MIP) (Dunn & Dunn, 1992) versus Traditional Teaching (TT) on the science achievement- and attitude-test scores of middle-school English Language Learner (ELL) and English-speaking sixth-, seventh-, and eighth-grade middle-school students. The dependent variables were students' science- and attitude-test scores. The independent variables were the two instructional strategies, ELL and English-speaking (Non-ELL) status, and three grade levels. The sample consisted of 282 sixth-, seventh-, and eighth-grade ELL and Non-ELL middle-school students. Learning Styles: The Clue to You! (LS: CY) (Burke & Dunn, 1998) was administered to determine learning-style preferences. The control groups were taught sixth-, seventh-, and eighth-grade science lessons traditionally and the experimental groups were instructed on the same units using MIPs. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. All three groups experienced both traditional and multi-sensory instruction in all three sub-units. The data subjected to statistical analyses supported the use of an MIP rather than a traditional approach for teaching science content to both ELLs and English-speaking middle-school students. Analysis of variance (ANOVA) revealed a positive and significant impact on achievement scores. Furthermore, the students indicated significantly more positive attitudes when instructed with an MIP approach.

Nursing students' attitudes about home health nursing.

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Prestia, Mindy; Murphy, Susan; Yoder, Marian

2008-09-01

In an effort to address the home care nursing shortage, this pilot study was designed to measure nursing students' attitudes toward home health nursing and to test the Home Health Attitude Questionnaire developed specifically for this study based on the Theory of Planned Behavior. Senior undergraduate nursing students and registered nursing to bachelor of science in nursing students completed the questionnaire.

Knowledge of Genetics and Attitudes toward Genetic Testing among College Students in Saudi Arabia.

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Olwi, Duaa; Merdad, Leena; Ramadan, Eman

2016-01-01

Genetic testing has been gradually permeating the practice of medicine. Health-care providers may be confronted with new genetic approaches that require genetically informed decisions which will be influenced by patients' knowledge of genetics and their attitudes toward genetic testing. This study assesses the knowledge of genetics and attitudes toward genetic testing among college students. A cross-sectional study was conducted using a multistage stratified sample of 920 senior college students enrolled at King Abdulaziz University, Saudi Arabia. Information regarding knowledge of genetics, attitudes toward genetic testing, and sociodemographic data were collected using a self-administered questionnaire. In general, students had a good knowledge of genetics but lacked some fundamentals of genetics. The majority of students showed positive attitudes toward genetic testing, but some students showed negative attitudes toward certain aspects of genetic testing such as resorting to abortion in the case of an untreatable major genetic defect in an unborn fetus. The main significant predictors of knowledge were faculty, gender, academic year, and some prior awareness of 'genetic testing'. The main significant predictors of attitudes were gender, academic year, grade point average, and some prior awareness of 'genetic testing'. The knowledge of genetics among college students was higher than has been reported in other studies, and the attitudes toward genetic testing were fairly positive. Genetics educational programs that target youths may improve knowledge of genetics and create a public perception that further supports genetic testing. © 2016 S. Karger AG, Basel.

Exploring knowledge perceptions and attitudes about generic medicines among finalyear health science students

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Varsha Bangalee

2016-05-01

Full Text Available Background. The use of generic medicines to reduce healthcare costs has become a mandated policy in South Africa. An increase in the use of generics can be achieved through improved knowledge, attitudes and perceptions of generic medicine among healthcare professionals. Objective. To explore knowledge, attitudes and perceptions among final-year health science students on generic medication. Methods. A cross-sectional survey was carried out among the final-year audiology, dental therapy, pharmacy, physiotherapy, occupational therapy, optometry, speech-language and sport science students enrolled at the University of KwaZulu-Natal. A questionnaire was used as the study tool, developed using information adapted from literature reviews. Data analysis was completed using Statistical Package for the Social Sciences (SPSS version 21, and computed using descriptive statistics. Results. Total number of participants was 211, as follows: audiology (n=14, dental therapy (n=15, pharmacy (n=81, physiotherapy (n=41, occupational therapy (n=6, optometry (n=25, speech-language (n=6 and sport science (n=23. A total of 90.0% of students had heard of generic medicines, with 20.9% of them agreeing that generic medicines are less effective than brand-name medicines. Concerning safety, 30.4% believed that brand-name medicines are required to meet higher safety standards than generic medicines. Regarding the need for information on issues pertaining to safety and efficacy of medicines, 53.3% of participants felt that this need was not being met. Conclusion. All groups had knowledge deficits about the safety, quality and efficacy of generic medicines. The dissemination of information about generic medicines may strengthen future knowledge, attitudes and perceptions.

Teacher interpersonal behavior and students’ subject-related attitudes in general and vocational science classes in Turkey

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Brok, den P.J.; Telli, S.; Cakiroglu, J.; Szymanski Sunal, C.; Mutua, K.

2008-01-01

The purpose of the study was to examine differences between Turkish vocational and general education students’ perceptions of their science teachers’ interpersonal behavior and the associations between these perceptions and their attitudes towards science taking into account other background

Response to Marie Paz Morales' ``Influence of culture and language sensitive physics on science attitude achievement''

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Cole, Mikel Walker

2015-12-01

This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript.

The Correlation between Pre-Service Science Teachers' Astronomy Achievement, Attitudes towards Astronomy and Spatial Thinking Skills

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Türk, Cumhur

2016-01-01

The purpose of this study was to examine the changes in pre-service Science teachers' astronomy achievement, attitudes towards astronomy and skills for spatial thinking in terms of their years of study. Another purpose of the study was to find out whether there was correlation between pre-service teachers' astronomy achievement, attitudes towards…

The relationship of attitudes toward science, cognitive style, and self-concept to achievement in chemistry at the secondary school level

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Kirk, Gerald Richard

There is currently a crisis in science education in the United States. This statement is based on the National Science Foundation's report stating that the nation's students, on average, still rank near the bottom in science and math achievement internationally. This crisis is the background of the problem for this study. This investigation studied learner variables that were thought to play a role in teaching chemistry at the secondary school level, and related them to achievement in the chemistry classroom. Among these, cognitive style (field dependence/independence), attitudes toward science, and self-concept had been given considerable attention by researchers in recent years. These variables were related to different competencies that could be used to measure the various types of achievement in the chemistry classroom at the secondary school level. These different competencies were called academic, laboratory, and problem solving achievement. Each of these chemistry achievement components may be related to a different set of learner variables, and the main purpose of this study was to investigate the nature of these relationships. Three instruments to determine attitudes toward science, cognitive style, and self-concept were used for data collection. Teacher grades were used to determine chemistry achievement for each student. Research questions were analyzed using Pearson Product Moment Correlation Coefficients and t-tests. Results indicated that field independence was significantly correlated with problem solving, academic, and laboratory achievement. Educational researchers should therefore investigate how to teach students to be more field independent so they can achieve at higher levels in chemistry. It was also true that better attitudes toward the social benefits and problems that accompany scientific progress were significantly correlated with higher achievement on all three academic measures in chemistry. This suggests that educational researchers

Urbanism and Racial Attitudes: A Test of Some Urban Theories.

Science.gov (United States)

Wilson, Thomas C.

1984-01-01

National survey data are used to test the relationship between urbanism and racial attitudes among Whites, and a liberalizing effect of urbanism is found. It appears that urbanism liberalizes racial attitudes by increasing equal-status, cooperative, and relatively personal contact between members of racial subcultures. (Author/RDN)

VALIDITY OF THE EATING ATTITUDE TEST AMONG EXERCISERS

Directory of Open Access Journals (Sweden)

Hilary Matheson

2004-12-01

Full Text Available Theory testing and construct measurement are inextricably linked. To date, no published research has looked at the factorial validity of an existing eating attitude inventory for use with exercisers. The Eating Attitude Test (EAT is a 26-item measure that yields a single index of disordered eating attitudes. The original factor analysis showed three interrelated factors: Dieting behavior (13-items, oral control (7-items, and bulimia nervosa-food preoccupation (6-items. The primary purpose of the study was to examine the factorial validity of the EAT among a sample of exercisers. The second purpose was to investigate relationships between eating attitudes scores and selected psychological constructs. In stage one, 598 regular exercisers completed the EAT. Confirmatory factor analysis (CFA was used to test the single-factor, a three-factor model, and a four-factor model, which distinguished bulimia from food pre-occupation. CFA of the single-factor model (RCFI = 0.66, RMSEA = 0.10, the three-factor-model (RCFI = 0.74; RMSEA = 0.09 showed poor model fit. There was marginal fit for the 4-factor model (RCFI = 0.91, RMSEA = 0.06. Results indicated five-items showed poor factor loadings. After these 5-items were discarded, the three models were re-analyzed. CFA results indicated that the single-factor model (RCFI = 0.76, RMSEA = 0.10 and three-factor model (RCFI = 0.82, RMSEA = 0.08 showed poor fit. CFA results for the four-factor model showed acceptable fit indices (RCFI = 0.98, RMSEA = 0.06. Stage two explored relationships between EAT scores, mood, self-esteem, and motivational indices toward exercise in terms of self-determination, enjoyment and competence. Correlation results indicated that depressed mood scores positively correlated with bulimia and dieting scores. Further, dieting was inversely related with self-determination toward exercising. Collectively, findings suggest that a 21-item four-factor model shows promising validity coefficients

A method for attitude measurement of a test vehicle based on the tracking of vectors

International Nuclear Information System (INIS)

Yang, Ning; Yang, Ming; Huo, Ju

2015-01-01

In the vehicle simulation test, in order to improve the measuring precision for the attitude of a test vehicle, a measuring method based on the vectors of light beams is presented, in which light beams are mounted on the test vehicle as the cooperation target, and the attitude of the test vehicle is calculated with the light beams’ vectors in the test vehicle’s coordinate system and the world coordinate system. Meanwhile, in order to expand the measuring range of the attitude parameters, cooperation targets and light beams in each cooperation target are increased. On this basis, the concept of an attitude calculation container is defined, and the selection method for the attitude calculation container that participates in the calculation is given. Simultaneously, the vectors of light beams are tracked so as to ensure the normal calculation of the attitude parameters. The experiments results show that this measuring method based on the tracking of vectors can achieve the high precision and wide range of measurement for the attitude of the test vehicle. (paper)

Free the animals? Investigating attitudes toward animal testing in Britain and the United States.

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Swami, Viren; Furnham, Adrian; Christopher, Andrew N

2008-06-01

In this study, 185 British and 143 American undergraduates completed a battery of tests that measured attitudes toward animal testing and various individual difference variables. Attitudes toward animal testing factored into two interpretable factors: general attitudes toward animal testing, and animal welfare and conditions of testing. Overall, there was support for animal testing under the right conditions, although there was also concern for the welfare of animals and the conditions under which testing takes place. There were small but significant national difference on both factors (with Americans more positive about testing and less positive about animal welfare), and a significant sex difference on the first factor (women were more negative about testing). Correlation and regression analyses showed that there were few significant individual difference predictors of both factors. These results are discussed in relation to past and future work on attitudes toward animal testing.

Knowledge, Attitude and Practices toward Post Exposure ...

African Journals Online (AJOL)

Knowledge, Attitude and Practices toward Post Exposure Prophylaxis for Human Immunodeficiency ... Annals of Medical and Health Sciences Research ... Data related to HIV PEP was collected by pre‑designed, pre‑tested, self‑administered ...

Response to Marie Paz Morales' "Influence of Culture and Language Sensitive Physics on Science Attitude Achievement"

Science.gov (United States)

Cole, Mikel Walker

2015-01-01

This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript. [For "Influence of…

Evaluation of the effect of early clinical exposure on professional attitude of dental students of Shahid Sadoughi University of Medical Sciences in 2011-2012

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H. Aghili

2013-06-01

Full Text Available Introduction : Learning dentistry could have many tension and anxieties like encountering to a strange clinical environment. Early clinical exposure (ECE is supposed to control these stresses. ECE program is an increasingly widespread component of educational curriculum. This study aims to determine the effect of early clinical exposure on the attitude of dental students’ towards dental education and profession. Methods: An analytic study was performed on all 72 dental students studying basic science at Faculty of Dentistry of Shahid Sadoughi University of Medical Sciences consisted of a short term course of introduction to clinical environment in academic year of 2011-2012. Every 12 students attended in an one day ECE course from 8 AM to 1 PM. Students ' attitude towards dental profession and education were assessed by a questionnaire included 25 items before and after the course .For data analysis descriptive paired-t-test was used. Results: All students completed the questionnaires. Students' attitude towards dental education and profession was evaluated. Mean score of students' attitude before and after exposure to clinical environment were 94.6 and 100.5 respectively .Significant differences were found in the students' attitude before and after the course (P=0.001 Conclusion: Based on the results of this study, we found a positive effect of early clinical exposure on attitudes of first and second year dental students. Demographic variations had an effect on the students' attitude .Therefore we suggest that early clinical exposure should be added to educational curriculum of dental students.

Attitudes of Saudi Arabian secondary preservice teachers toward teaching practices in science: The adequacy of preparation to use teaching strategies in classrooms

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Aljabber, Jabber M.

The purpose of this study was to investigate the attitudes of Saudi Arabian secondary preservice science teachers (SPSTs) toward a variety of science teaching practices. An ultimate, essential goal of this study was to use generated information and findings to improve the current secondary science education programs in Saudi Arabia and to develop better science teacher practices. The selected practices were posted by the National Research Council in 1999. These indicated that students learn science best through understanding of science rather than memorization of scientific facts and concepts, building new knowledge and understanding on what is already known and believed, formulating new knowledge by modifying and refining current concepts and by adding new concepts to what is already known, taking care of their own learning, social learning environments and interactions, and application of knowledge to novel situations. The study's sample consisted of all (147) SPSTs enrolled in the spring semester of 2003 in four Teachers' Colleges: Riyadh, Makkah, Taif, and Dammam. All participants were performing student teaching in secondary schools. This study used quantitative and qualitative data collection methods. Only three SPSTs were purposefully selected from each college for seven semi-structured interview questions, lasting an hour per interview. They were asked to complete a 58-item questionnaire survey and respond to four open-ended survey questions. To assess their attitudes toward the above science teaching practices, data was analyzed using the Rasch analysis model, other parametric tests (e.g., a one-way analysis of variance (ANOVA) and independent-samples t-test), and non-parametric tests (e.g., a chi-square of independent test). Furthermore, qualitative procedures were also used to assess SPSTs' views of some specific aspects about science teaching and the current secondary science education programs in Saudi Arabia. This was achieved through a careful

Turkish university students' knowledge of biotechnology and attitudes toward biotechnological applications.

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Öztürk-Akar, Ebru

2017-03-04

This study questions the presumed relation between formal schooling and scientific literacy about biotechnologies. Comparing science and nonscience majors' knowledge of and attitudes toward biotechnological applications, conclusions are drawn if their formal learnings improve pupils' understandings of and attitudes toward biotechnology applications. Sample of the study consists of 403 undergraduate and graduate students, 198 nonscience, and 205 science majors. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were administered. Descriptive statistics (mean and percentages), t test, and correlations were used to examine the participants' knowledge of biotechnology and attitudes toward biotechnological applications and differences as regards their majors. Although the science majors had higher knowledge and attitude scores than the nonscience majors, it is not possible to say that they have sufficient knowledge of biotechnologies. Besides, the participants' attitudes toward biotechnological applications were not considerably related to their knowledge of biotechnology. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):115-125, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

The effects of hands-on-science instruction on the science achievement of middle school students

Science.gov (United States)

Wiggins, Felita

Student achievement in the Twenty First Century demands a new rigor in student science knowledge, since advances in science and technology require students to think and act like scientists. As a result, students must acquire proficient levels of knowledge and skills to support a knowledge base that is expanding exponentially with new scientific advances. This study examined the effects of hands-on-science instruction on the science achievement of middle school students. More specifically, this study was concerned with the influence of hands-on science instruction versus traditional science instruction on the science test scores of middle school students. The subjects in this study were one hundred and twenty sixth-grade students in six classes. Instruction involved lecture/discussion and hands-on activities carried out for a three week period. Specifically, the study ascertained the influence of the variables gender, ethnicity, and socioeconomic status on the science test scores of middle school students. Additionally, this study assessed the effect of the variables gender, ethnicity, and socioeconomic status on the attitudes of sixth grade students toward science. The two instruments used to collect data for this study were the Prentice Hall unit ecosystem test and the Scientific Work Experience Programs for Teachers Study (SWEPT) student's attitude survey. Moreover, the data for the study was treated using the One-Way Analysis of Covariance and the One-Way Analysis of Variance. The following findings were made based on the results: (1) A statistically significant difference existed in the science performance of middle school students exposed to hands-on science instruction. These students had significantly higher scores than the science performance of middle school students exposed to traditional instruction. (2) A statistically significant difference did not exist between the science scores of male and female middle school students. (3) A statistically

Materials for the field test - students' attitudes to nuclear power stations

International Nuclear Information System (INIS)

Hoffmann, L.; Kattmann, U.; Lucht, H.; Spada, H.

1975-01-01

This working paper contains all the materials developed for and used in the field test of 'Student Attitudes toward Atomic Power Stations'. This research is a component of a larger project called 'Attitudes and Attitudes Change with Regard to Problems of Energy Supply and their Consequences for our Environment'. A central aim of this project is the development of instrumental strategies enabling the student to build up in this field a critically reflective and active behavior and attitudes based on sound problem consciousness. These instrumental strategies are derived from theories of social, learning and environmental psychology. A concrete result of these efforts are the materials of the field test mentioned above. They include: a) The draft of an instructional unit 'Atomic Power Stations - Prosperity or Disaster' with - a booklet on the subject matter for students and teachers - a paper on the contents of the instructional unit and their sequence - information for the students concerning the aims of the investigation - working materials for the students - reading materials for the teachers informing them about the proposed instructional strategies based on the psychological theories: (1) model-learning and the structuring of knowledge, (2) how to activate and motivate students, (3) the stabilization of attitudes and (4) small group work. b) Instruments for testing and observation. These instruments were used within a criterion-oriented evaluation and for a test of the effects of the different proposed items used in the instruction. (orig./HP) [de

An Investigation into Prospective Science Teachers' Attitudes towards Laboratory Course and Self-Efficacy Beliefs in Laboratory Use

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Aka, Elvan Ince

2016-01-01

The aim of the current study is to identify the attitudes towards the laboratory course and self-efficacy beliefs in the laboratory use of prospective teachers who are attending Gazi University Gazi Education Faculty Primary Education Science Teaching program, and to investigate the relationship between the attitudes and self-efficacy beliefs.…

Energy conservation attitudes, knowledge, and behaviors in science laboratories

International Nuclear Information System (INIS)

Kaplowitz, Michael D.; Thorp, Laurie; Coleman, Kayla; Kwame Yeboah, Felix

2012-01-01

Energy use per square foot from science research labs is disproportionately higher than that of other rooms in buildings on campuses across the nation. This is partly due to labs’ use of energy intensive equipment. However, laboratory management and personnel behavior may be significant contributing factors to energy consumption. Despite an apparent increasing need for energy conservation in science labs, a systematic investigation of avenues promoting energy conservation behavior in such labs appears absent in scholarly literature. This paper reports the findings of a recent study into the energy conservation knowledge, attitude and behavior of principle investigators, laboratory managers, and student lab workers at a tier 1 research university. The study investigates potential barriers as well as promising avenues to reducing energy consumption in science laboratories. The findings revealed: (1) an apparent lack of information about options for energy conservation in science labs, (2) existing operational barriers, (3) economic issues as barriers/motivators of energy conservation and (4) a widespread notion that cutting edge science may be compromised by energy conservation initiatives. - Highlights: ► Effective energy conservation and efficiency depend on social systems and human behaviors. ► Science laboratories use more energy per square foot than any other academic and research spaces. ► Time, money, quality control, and convenience overshadow personnel’s desire to save energy. ► Ignorance of conservation practices is a barrier to energy conservation in labs.

Knowledge, Attitude and Practice on Blood Donation among Health Science Students in a University campus, South India

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Sabu Karakkamandapam

2011-07-01

Full Text Available Background: The major part of demand for blood in India has been meeting through voluntary blood donations. The healthy, active and receptive huge student population is potential blood donors to meet safe blood requirements. However, there is a paucity of studies on awareness and attitude among health science students on voluntary blood donation. Objective: The objective of this study was to determine the knowledge and attitude about blood donation among health science students. Methods: A cross-sectional study was conducted among 410 health sciences students from different streams in a University campus of South India through a structured survey questionnaire in the year 2009. Results: The overall knowledge on blood donation was good, but majority (62% of students never donated blood. Knowledge level was found highest among allied health science (53.1% and lowest among pharmacy students (20.7%. ‘Feeling of medically unfit’ and ‘never thought of blood donation’ were the major reasons for not donating blood. A significant association was observed between different streams of students and levels of knowledge and attitude about blood donation. Conclusion: This study elicits the importance of adopting effective measures in our campuses to motivate about voluntary blood donation among students.

The Relationship between Depression and Religious Attitudes in Students of Qom University of Medical Sciences, Qom, Iran

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H Ahmari Tehran

2012-05-01

Full Text Available

Background and Objectives: Depression is one of the main causes of debility all over the world. Its prevalence is reported to be 10% -64% in students. Various researches indicate that utilizing religious approaches play an efficient and effective role in treating mental disorders. The present study was conducted with the aim of determining the relationship between depression and religious attitudes in students of Qom University of Medical Sciences (QUMS, Qom, Iran.

Methods: In this descriptive– analytical study, 250 students of QUMS were assessed by means of three questionnaires; a standard depression test questionnaire, and religious attitude questionnaire. The obtained data were analyzed using statistical procedures of Chi-Square, Mann-Whitney, Kruskal- Wallis test and Spearman Correlation Coefficient and P<0/05 was considered as the level of significance.

Results: The study showed that 44.8%of the subjects had no depression, 37.2% had minor depression, 14.8% were moderately depressed, and 0.8%  were intensely depressed while 2.4% very intensely depressed. The study also showed that 82% of the cases had positive attitudes toward religious beliefs and 18% had negative ones. Moreover, results showed that there was a meaningful but negative relationship between depression and religious attitudes (P<0/02.

Conclusion: Regarding the positive effects of religious beliefs and practices on mental health, it is recommended to use this potential in community health planning especially when dealing with young adults.

The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes

NARCIS (Netherlands)

Brok, den P.J.; Fisher, D.; Scott, R.

2005-01-01

This study investigated relationships between students' perceptions of their teachers' interpersonal behaviour and their subject-related attitude in primary science classes in Brunei. Teacher-student interpersonal behaviour was mapped with the Questionnaire on Teacher Interaction (QTI) and reported

The Relation between Science Student Teachers' Approaches to Studying and Their Attitude to Reflective Practice

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Efe, Rifat

2018-01-01

In this study, the relation between science student teachers' approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST)…

Using Educational Computer Games in the Classroom: Science Teachers' Experiences, Attitudes, Perceptions, Concerns, and Support Needs

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An, Yun-Jo; Haynes, Linda; D'Alba, Adriana; Chumney, Frances

2016-01-01

Science teachers' experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an online survey, which was completed by 111 science teachers. The results showed that 73% of participants had used computer games in teaching. Participants…

The Relationship between Academic Procrastination Behaviors of Preservice Science Teachers and Their Attitudes toward Social Media

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Aslan Efe, Hülya; Efe, Rifat

2018-01-01

In this study, the relationship between study preservice science teachers' academic procrastination and their attitudes toward social media was investigated. The study was carried out with the participation of 511 preservice science teachers (F: 346, M:165) on teacher education course at Dicle University during 2014-2015 academic year. The date…

Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

Science.gov (United States)

Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

2015-01-01

High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

Nuclear Test-Experimental Science

International Nuclear Information System (INIS)

Struble, G.L.; Donohue, M.L.; Bucciarelli, G.; Hymer, J.D.; Kirvel, R.D.; Middleton, C.; Prono, J.; Reid, S.; Strack, B.

1988-01-01

Fiscal year 1988 has been a significant, rewarding, and exciting period for Lawrence Livermore National Laboratory's nuclear testing program. It was significant in that the Laboratory's new director chose to focus strongly on the program's activities and to commit to a revitalized emphasis on testing and the experimental science that underlies it. It was rewarding in that revolutionary new measurement techniques were fielded on recent important and highly complicated underground nuclear tests with truly incredible results. And it was exciting in that the sophisticated and fundamental problems of weapons science that are now being addressed experimentally are yielding new challenges and understanding in ways that stimulate and reward the brightest and best of scientists. During FY88 the program was reorganized to emphasize our commitment to experimental science. The name of the program was changed to reflect this commitment, becoming the Nuclear Test-Experimental Science (NTES) Program

Growing Plants and Scientists: Fostering Positive Attitudes toward Science among All Participants in an Afterschool Hydroponics Program

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Patchen, Amie K.; Zhang, Lin; Barnett, Michael

2017-06-01

This study examines an out-of-school time program targeting elementary-aged youth from populations that are typically underrepresented in science fields (primarily African-American, Hispanic, and/or English Language Learner participants). The program aimed to foster positive attitudes toward science among youth by engaging them in growing plants hydroponically (in water without soil). Participants' attitudes toward science, including anxiety, desire, and self-concept, were examined through pre-post survey data ( n = 234) over the course of an afterschool program at three separate sites. Data showed that participants' anxiety decreased and desire increased for both male and female participants over the program. Self-concept increased for female participants at all three sites but did not change significantly for male participants. Participants' first language (English or Spanish) was not a factor in attitude outcomes. The primarily positive outcomes suggest that hydroponics can be a useful educational platform for engaging participants in garden-based programming year round, particularly for settings that do not have the physical space or climate to conduct outdoor gardening. Similarities in positive attitude outcomes at the three sites despite differences in format, implementation, and instructor background experience suggest that the program is resilient to variation in context. Understanding which aspects of the program facilitated positive outcomes in the varied contexts could be useful for the design of future programs.

Exploring the impact of an industrial volunteer/school science partnership on elementary teaching strategies and attitudes about future science study: A case study

Science.gov (United States)

White, Michael Robert

This study reports the results of research designed to explore the impact of industrial volunteer/school partnerships on elementary science teaching behaviors and students' attitudes about future science study. Since these partnerships involved teachers and students in hands-on or laboratory-type science experiences, the study will add an elementary school component to a series of other studies conducted through the Science Education Program at Temple University that have addressed how to improve the learning outcomes from these experiences. Three suburban elementary schools were randomly selected by a single school district's science supervisor to be involved in this study. Two of the buildings were designated as the experimental schools and teachers worked directly with the researcher as an industrial partner. The third school served as a control with no organized industrial partner. An additional school building in a second suburban school district was selected to serve as a comparison school and a second scientist participated as an industrial volunteer. Unlike the researcher, this scientist had no formal training in science education. Each phase of the study included instruments piloted and reviewed by experienced elementary teachers for appropriateness or by objective experts in the field of education. A student attitude survey and selected tasks from the Inventory of Piagetian Developmental Tasks were administered to all students involved in the study. Empirical data collected through videotaped analysis using the validated Modified-Revised Vickery Science Teacher Behavior Inventory led to the development of a pattern of the most frequently used behaviors during elementary science instruction. A profile of each participating teacher was developed through the use of a validated attitude survey, notes taken during classroom interactions and from information collected during ethnographic interviews. A major conclusion drawn from this study is that neither type

Determination of Motivation of 5th Grade Students Living in Rural and Urban Environments towards Science Learning and Their Attitudes towards Science-Technology Course

Science.gov (United States)

Kenar, Ismail; Köse, Mücahit; Demir, Halil Ibrahim

2016-01-01

In this research, determination of motivation of 5th grade students living in rural and urban environments towards science learning and their attitudes towards science-technology course is aimed. This research is conducted based on descriptive survey model. Samples are selected through teleological model in accordance with the aim of this…

A Comparison of Swiss and Turkish Pre-Service Science Teachers' Attitudes, Anxiety and Self-Efficacy Regarding Educational Technology

Science.gov (United States)

Efe, Hülya Aslan; Efe, Rifat; Yücel, Sait

2016-01-01

In this study, pre-service science teachers' anxiety, self-efficacy and attitudes regarding educational technology were investigated. Given the increased emphasis on educational technology in the classroom, teachers' attitudes, anxiety and self-efficacy regarding educational technology are important. The study was conducted with a total of 726…

Exploring the Impact of Culture- and Language-Influenced Physics on Science Attitude Enhancement

Science.gov (United States)

Morales, Marie Paz E.

2016-01-01

"Culture," a set of principles that trace and familiarize human beings within their existential realities, may provide an invisible lens through which reality could be discerned. Critically explored in this study is how culture- and language-sensitive curriculum materials in physics improve Pangasinan learners' attitude toward science.…

Primary teachers conducting inquiry projects : effects on attitudes towards teaching science and conducting inquiry

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van Aalderen-Smeets, Sandra; Walma van der Molen, Julie Henriëtte; van Hest, Erna G.W.C.M.; Poortman, Cindy Louise

2017-01-01

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers’ attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of

Students' attitudes towards impact of the health department website on their health literacy in Semnan University of Medical Sciences.

Science.gov (United States)

Mahdizadeh, Jamileh; Valinejadi, Ali; Pooyesh, Behnoosh; Jafari, Fatemeh; Kahouei, Mehdi

2018-01-01

Health literacy has been of interest to policymakers because of its impact on health decision-making as one of the important issues for promoting community health and improving the quality of health care delivery. Therefore, it seems necessary to examine the status of the website of the health sector of the University of Medical Sciences in promoting health literacy from the viewpoint of the students. This cross-sectional study was performed on 529 medical and allied students in schools affiliated to Semnan University of Medical Sciences, Semnan, Iran between 2016 and 2017. In this study, a valid and reliable adult health literacy questionnaire designed by Montazeri et al. was used. The questionnaire was distributed among students in medical and allied health schools and they were asked to complete the questionnaire. Independent-samples t-test, one-way ANOVA, and Pearson product-moment correlation were used to analyze data by SPSS 19. Mean scores of the participants' attitudes towards reading of health information was 3.14 and towards decision and usage of health information was 2.53. Relationship between the study subjects' demographic characteristics and their attitudes was significant (pwebsite. Hence, the results of this study showed that the website of the health department needs to be redesigned, and this design would allow a better link between the University of Medical Sciences and its audience to promote health literacy.

A street intercept survey to assess HIV-testing attitudes and behaviors.

Science.gov (United States)

Rotheram-Borus, M J; Mann, T; Newman, P A; Grusky, O; Frerichs, R R; Wight, R G; Kuklinski, M

2001-06-01

Nationally, it has been estimated that 44% of adults in the United States have been tested for HIV, with substantial individual and community-level variations in HIV-testing attitudes and behaviors. HIV-testing behaviors and intentions and attitudes toward HIV testing, particularly toward home tests, were assessed among 385 adults recruited in a street intercept survey from a gay-identified agency, a substance-abuse treatment program, and inner-city community venues (a shopping mall and community center). Across these Los Angeles sites, the proportion of persons reported being tested for HIV in their lifetime (77%) was higher than the national estimate. Gay-identified agency (88%) and substance-abuse treatment program participants (99%) were more likely to have been tested than were the community participants (67%). Participants from a gay-identified agency were more likely to have had an anonymous test (51%) than were those from a substance-abuse treatment program (25%) or community sites (24%). Attitudes toward HIV testing, including mail-in home-test kits and instant home tests, were very positive. Most participants were willing to pay about $20 for a home-test kit. Participants from the community sites (82%) and the substance-abuse treatment program participants (87%) endorsed notification of HIV status to health departments and sexual partners more than did participants from the gay identified agency (48%). The street intercept survey appears to be a quick and feasible method to assess HIV testing in urban areas.

Knowledge, Attitude and Faculty Members’ performance on e-Learning in Tehran University of Medical Sciences

Directory of Open Access Journals (Sweden)

Aeen Mohammadi

2016-11-01

Full Text Available Introduction : E-learning is used in the worldwide in higher education to improve the quality of the learning experience by students; at the same time using this approach requires behavioral changes in the faculty members. One of the steps in the implementation and monitoring of e-learning, is audience analysis using techniques such as knowledge, attitude and practices (KAP. This study investigates the knowledge, attitude and faculty members’ performance of Tehran University of Medical Sciences (TUMS on e-learning. Methods: This descriptive, cross-sectional study was conducted in 2014-15 through a research-made questionnaire. Face validity was determined by expert opinion, Cronbach’s alpha was measured to assess the reliability and its construct validity was investigated through exploratory factor analysis. . The questionnaire was e-mailed to all TUMS faculty members . 218 faculty members responded to the questionnaire. Results: The reliability score of the questionnaire was assessed using Cronbach alphs, and it was 0.79. Exploratory factor analysis of the attitude part of the questionnaire produced a single factor that explained 53% of the variance. The results showed the positive attitude of faculty members regarding e-learning, although their knowledge and practice scores was less than half of the total score. There wass not found any meaningful differences between knowledge, attitude and performance of the participants based on sex, rank and work experience. ANOVA test showed that the difference of scores among schools was statistically significant (  = 0.000;  = 0.003 and  = 0.000, respectively. Conclusion: The findings of this study showed the state of knowledge, attitude and faculty members’ performance of TUMS on e-learning. Over the past years, TUMS has established suitable e-learning infrastructure such as educational websites and virtual programs as well as training workshop for faculty members. The results of this study can

Changing drivers' attitudes towards mobile phone use through participative simulation testing and feedback.

Science.gov (United States)

Wang, Y; Zhang, W; Lesch, M F; Horrey, W J; Chen, C; Wu, S

2009-12-01

To assess the effectiveness of a simulation-based participative and feedback approach to change drivers' attitudes towards mobile phone use while driving. 30 experienced drivers were tested. Five scenarios were developed to test drivers' performance with and without a secondary mobile phone task on a medium-fidelity fixed base driving simulator. The treatment group received feedback in the form of video playback of their driving performance, while the control group did not receive any feedback. Attitudes towards mobile phone use were assessed by a questionnaire before, immediately after, and again one month following the experiment to determine the duration of feedback effects. All 30 drivers reported willingness to engage in driving and talking on a mobile phone in some situations. The results of the simulated driving test showed that a secondary mobile phone task significantly degraded driving performance. The treatment group showed significant attitude change towards mobile phone use while driving; the control group had no attitude change. At the one month follow-up, a continued benefit of feedback was reflected in driver attitudes in the treatment group. Participative driving using simulation is a useful tool to demonstrate driving performance degradation in dual task conditions. It was found that feedback in the form of simulation playback is effective in changing drivers' attitudes towards mobile phone use and that attitude change is maintained over a follow-up period of one month.

Attitudes of health sciences faculty members towards interprofessional teamwork and education.

Science.gov (United States)

Curran, Vernon R; Sharpe, Dennis; Forristall, Jennifer

2007-09-01

Faculty attitudes are believed to be a barrier to successful implementation of interprofessional education (IPE) initiatives within academic health sciences settings. The purpose of this study was to examine specific attributes of faculty members, which might relate to attitudes towards IPE and interprofessional teamwork. A survey was distributed to all faculty members in the medicine, nursing, pharmacy and social work programmes at our institution. Respondents were asked to rate their attitudes towards interprofessional health care teams, IPE and interprofessional learning in an academic setting using scales adopted from the peer-reviewed literature. Information on the characteristics of the respondents was also collected, including data on gender, prior experience with IPE, age and years of practice experience. A total response rate of 63.0% was achieved. Medicine faculty members reported significantly lower mean scores (P nursing faculty on attitudes towards IPE, interprofessional teams and interprofessional learning in the academic setting. Female faculty and faculty who reported prior experience in IPE reported significantly higher mean scores (P teamwork. The findings have implications for both the advancement of IPE within academic institutions and strategies to promote faculty development initiatives. In terms of IPE evaluation, the findings also highlight the importance of measuring baseline attitudinal constructs as part of systematic evaluative activities when introducing new IPE initiatives within academic settings.

Attitudes and beliefs of university science professors toward the discipline of education

Science.gov (United States)

Fogelberg, Katherine

Because professional development (PD) is about persuasion and influence, it makes sense to use an influence framework when trying to determine the reasons current university-level PD has been fairly ineffective in changing teacher practice to date. This research used the theory of reasoned action (TRA) to determine if university natural science professors' attitudes and beliefs toward the discipline of education (DE), a construct not recognized in the current literature, were positive or negative. The study also looked to discover some of the major influences on the participants' attitudes and beliefs toward DE. A method bricolage was used to analyze data from 10 participants in two separate phases in an attempt to establish a replicable Discourse Analysis methodology for analyzing attitudes and beliefs, and to investigate the major influences on the formation of these attitudes and beliefs. The findings indicate that in general the participants' had positive beliefs in and about DE with negative attitudes toward DE and that the majority of the participants' views of teaching were formed by a number of significant influences. However, the participants' attitudes and beliefs toward DE are complicated by several issues, the most prominent being that this cohort's ideas about DE are based upon their PD experiences, which were generally delivered by centers for teaching excellence (CTEs) or equivalent entities. This research needs to be extended to determine the generalizability of these findings, as well as to provide evidence-based research to support the re-thinking of how PD is delivered at the university level.

Psychiatric genetic testing: Attitudes and intentions among future users and providers

DEFF Research Database (Denmark)

Laegsgaard, Mett Marri; Mors, Ole

2008-01-01

as a guide in this field, but the optimal utilization of genetic testing has also been recognized to depend on knowledge of the potential consumers' attitudes. To provide knowledge to inform the public debate on mental illness and genetics, and the future conducting of psychiatric genetic testing....... Psychiatric and somatic genetic testing attracted the same amounts of accept. General attitudes toward access to psychiatric genetic testing and information revealed substantial support for bioethical principles of autonomy and privacy. However, questions describing more specific situations revealed......Psychiatric genetic research may eventually render possible psychiatric genetic testing. Whereas all genetic knowledge has certain characteristics raising ethical, legal, and social issues, psychiatric genetic knowledge adds more controversial issues. Ethical principles have been proposed...

Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

Science.gov (United States)

Lee, Yeung Chung; Lee, Carole Kwan-Ping; Lam, Irene Chung-Man; Kwok, Ping Wai; So, Winnie Wing-Mui

2018-01-01

International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students' achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs' conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs' responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs' conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.

Growing Plants and Scientists: Fostering Positive Attitudes toward Science among All Participants in an Afterschool Hydroponics Program

Science.gov (United States)

Patchen, Amie K.; Zhang, Lin; Barnett, Michael

2017-01-01

This study examines an out-of-school time program targeting elementary-aged youth from populations that are typically underrepresented in science fields (primarily African-American, Hispanic, and/or English Language Learner participants). The program aimed to foster positive attitudes toward science among youth by engaging them in growing plants…

How Do Engineering Attitudes Vary by Gender and Motivation? Attractiveness of Outreach Science Exhibitions in Four Countries

Science.gov (United States)

Salmi, Hannu; Thuneberg, Helena; Vainikainen, Mari-Pauliina

2016-01-01

Outreach activities, like mobile science exhibitions, give opportunities to hands-on experiences in an attractive learning environment. We analysed attitudes, motivation and learning during a science exhibition visit, their relations to gender and future educational plans in Finland, Estonia, Latvia and Belgium (N = 1210 sixth-graders). Pupils'…

Attitude Towards Mandatory Pre-Marital HIV Testing Among ...

African Journals Online (AJOL)

Erah

African Journal of Reproductive Health Mar 2010; 14(1): 83. ORIGINAL ... Males were about two times more likely to have positive attitude towards .... mental human rights of infected individuals. .... Senior Secondary School Education .... Mandatory premarital HIV test will prevent ..... the misconceptions that tend to promote.

Medical and lay attitudes towards genetic screening and testing in Finland

DEFF Research Database (Denmark)

Toiviainen, Hanna; Jallinoja, Piia; Aro, Arja R

2003-01-01

The purpose of this study was to compare physicians', midwives' and lay people's attitudes towards genetic screening and testing to find out whether medical education and experience influence attitudes of genetic screening and testing. The study was based on comparison of answers to joint questions...... in three different cross-sectional postal surveys between October 1996 and April 1998 in Finland. Target groups were physicians (study base n=772, response rate 74%, including gynaecologists, paediatricians, general practitioners and clinical geneticists), midwives and public health nurses (collectively...

Knowledge, attitude and practice of students towards blood donation in Arsi university and Adama science and technology university: a comparative cross sectional study.

Science.gov (United States)

Gebresilase, Habtom Woldeab; Fite, Robera Olana; Abeya, Sileshi Garoma

2017-01-01

Blood can save millions of lives. Even though people do not donate blood regularly, there is a constant effort to balance the supply and demand of blood. The aim of this study was, therefore, to determine the knowledge, attitude and practice of blood donation between university students. The comparative cross sectional study design was used in Adama Science and Technology University and Arsi University from April 11-May 2, 2016.360 students were selected using stratified sampling. Frequencies and proportions were computed. Chi-Square and logistic regressions were carried out and associations were considered significant at p students of Arsi University and Non-Health Science students of Adama Science and Technology University. The gender of the students (AOR = 3.150, 95% CI: 1.313, 7.554) was a significant predictor of the level of knowledge of Health Science students. The ethnicity of students (AOR = 2.085, 95% CI: 1.025, 4.243) was a significant predictor of the level of an attitude of Health Science students and gender of students (AOR = 0.343, 95% CI: 0.151, 0.779) was a significant predictor of the level of an attitude of Health Science students. Concerning Non-Health Science students, religion (AOR = 10.173, 95% CI: 1.191, 86.905) and original residence (AOR = 0.289, 95% CI: 0.094, 0.891) were a significant predictor of the level of knowledge of Non-Health Science students. Gender (AOR = 0.389, 95% CI: 0.152, 0.992) and Year of study (AOR = 0.389(0.164, 0.922) were significant predictor of level of attitude of Non-Health Science students. Year of study (AOR = 5.159, 95% CI: 1.611, 16.525) was a significant predictor of level of practice of Health Science students. Significant knowledge difference and attitude difference were observed between students from Arsi University and Adama Science and Technology University.

THE ENGLISH LEARNING MOTIVATION AND ATTITUDE TOWARD ENGLISH OF D3 NURSING SCIENCE STUDENTS IN PALEMBANG, SOUTH SUMATRA

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Agus Wahyudi

2017-03-01

Full Text Available Language proficiency is a person’s skill in using a language for a specific purpose (Richards, 1997. One of the tests used to measure the students’ English proficiency is TOEFL. The purpose of the Test of English as a Foreign Language (TOEFL is to evaluate the English proficiency of people whose native language is not English. Over a period of three years from 2007 to 2009, one of the education Companies called Education First (EF ranked the English proficiency among a broad population in 44 countries and territories. The results showed that Asia’s performance was lower than expected, in light of the amount spent on private English training and Indonesia was in the 34th rank or in the very low proficiency level out of 44 countries and territories in the survey (EF : 2011 There are many factors that might cause the students’ low proficiency in English, two of which are students’ motivation and attitude toward English. ‘Motivation’ is the reason or reasons behind one’s actions or behavior, it is a powerful affective variable in second language acquisition, and it has a great influence on second language learning. In order to collect the data, the researcher uses a motivation questionnaire to measure students’ motivation which consists of 40 structured questions (items adapted from Ethel Ogane & Masako Sakamoto (1997. ‘Attitude’ is defined as a disposition or tendency to respond positively or negatively towards a certain thing (idea, object, person, or situation. In order to collect the data, the researcher uses an attitude questionnaire to measure students’ attitude. It consists of 33 structured questions (items adapted from R. Narayanan (2008 which is developed from the Attitude/Motivation Test Battery of Gardner and Lambert and the questionnaires are calculated through Likert Scale. The population of this study is the 1st, 3rd, and 5th semester students of D3

The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

Science.gov (United States)

Ural, Evrim

2016-01-01

The study aims to search the effect of guided inquiry laboratory experiments on students' attitudes towards chemistry laboratory, chemistry laboratory anxiety and their academic achievement in the laboratory. The study has been carried out with 37 third-year, undergraduate science education students, as a part of their Science Education Laboratory…

Attitudes and perceptions of Conacyt researchers towards public communication of science and technology.

Science.gov (United States)

Sanz Merino, Noemí; Tarhuni Navarro, Daniela H

2018-06-01

This study aims to explore the perceptions and attitudes toward Public Communication of Science and Technology of the researchers of the National Council of Science and Technology (Conacyt), in order to provide a diagnosis about the ways the Mexican scientists are involved in public communication and to contribute to the visibility of researchers' needs in being able to popularize science. The results show significant differences among the researchers' opinions with respect to their perceptions about science communication, the ways they participate in PUS activities and their identified needs. In general, the researchers of Conacyt perceived public communication as very important. However, lack of time and of academic recognition stood out as determining factors in their low contribution to science popularization. We conclude that, to achieve a culture of Public Engagement in public communication of science and technology among R&D institutions, the Mexican Administration should address the above-mentioned unfavorable professional circumstances.

A multilevel analysis of teacher interpersonal behaviour and student attitudes in Brunei primary science classes

NARCIS (Netherlands)

Scott, R.; Brok, den P.J.; Fisher, D.; Putnam, R.; Borko, H.

2004-01-01

This study investigated relationships between students’ perceptions of their teachers’ interpersonal behaviour and their subject-related attitude in primary science classes in Brunei. Teacher-student interpersonal behaviour was mapped with the Questionnaire on Teacher Interaction (QTI) and reported

Knowledge, Attitudes, and Practices of Residents in Patient Training at Tabriz University of Medical Sciences, Northwestern Iran

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Amirala Aghbali

2014-05-01

Full Text Available Introduction: The aim of this study was to assess the knowledge and skill of clinical residents in Tabriz University of Medical Sciences, northwestern Iran, (as the future specialists, as well as their attitudes on the necessity of patient education, and the practice and responsibility of the residents in this field. Methods: Knowledge, attitudes, and practices of a random selection of 380 clinical residents at Tabriz University of Medical Sciences were assessed in 2011 through a comprehensive questionnaire about education. The data were analyzed using SPSS software.Results: There was no significant relationship between the two variables of sex and study period and the knowledge variable during the residency. However, there was a significant positive correlation between knowledge and age variables (P<0.05. The level of knowledge rose with aging because the amount of the model significance was less than0.05. Besides, the coefficient of sex was positive by regression analysis. There was no significant relationship between the previous variables and attitude variable. No significant relationship was seen between the previ¬ous variables and practice variable. Conclusion: The influence of age, sex, and year of study was apparent in the knowledge of the residents, but no considerable influence was shown in their practices and attitudes. Some educational strategies are needed to improve the practices and attitudes of the training group.

Using the Implicit Association Test to Assess Children's Implicit Attitudes toward Smoking.

Science.gov (United States)

Andrews, Judy A; Hampson, Sarah E; Greenwald, Anthony G; Gordon, Judith; Widdop, Chris

2010-09-01

The development and psychometric properties of an Implicit Association Test (IAT) measuring implicit attitude toward smoking among fifth grade children were described. The IAT with "sweets" as the contrast category resulted in higher correlations with explicit attitudes than did the IAT with "healthy foods" as the contrast category. Children with family members who smoked (versus non-smoking) and children who were high in sensation seeking (versus low) had a significantly more favorable implicit attitude toward smoking. Further, implicit attitudes became less favorable after engaging in tobacco prevention activities targeting risk perceptions of addiction. Results support the reliability and validity of this version of the IAT and illustrate its usefulness in assessing young children's implicit attitude toward smoking.

The determination of the attitude and attitude dynamics of TeamSat

DEFF Research Database (Denmark)

Betto, Maurizio; Jørgensen, John Leif; Riis, Troels

1999-01-01

, in space, multiple autonomous processes intended for spacecraft applications such as autonomous star identification, attitude determination and identification and tracking of non-stellar objects, imaging and real-time compression of image and science data for further ground analysis. AVS successfully...... determined the attitude and attitude dynamics of TeamSat....

Testing Reproducibility in Earth Sciences

Science.gov (United States)

Church, M. A.; Dudill, A. R.; Frey, P.; Venditti, J. G.

2017-12-01

Reproducibility represents how closely the results of independent tests agree when undertaken using the same materials but different conditions of measurement, such as operator, equipment or laboratory. The concept of reproducibility is fundamental to the scientific method as it prevents the persistence of incorrect or biased results. Yet currently the production of scientific knowledge emphasizes rapid publication of previously unreported findings, a culture that has emerged from pressures related to hiring, publication criteria and funding requirements. Awareness and critique of the disconnect between how scientific research should be undertaken, and how it actually is conducted, has been prominent in biomedicine for over a decade, with the fields of economics and psychology more recently joining the conversation. The purpose of this presentation is to stimulate the conversation in earth sciences where, despite implicit evidence in widely accepted classifications, formal testing of reproducibility is rare.As a formal test of reproducibility, two sets of experiments were undertaken with the same experimental procedure, at the same scale, but in different laboratories. Using narrow, steep flumes and spherical glass beads, grain size sorting was examined by introducing fine sediment of varying size and quantity into a mobile coarse bed. The general setup was identical, including flume width and slope; however, there were some variations in the materials, construction and lab environment. Comparison of the results includes examination of the infiltration profiles, sediment mobility and transport characteristics. The physical phenomena were qualitatively reproduced but not quantitatively replicated. Reproduction of results encourages more robust research and reporting, and facilitates exploration of possible variations in data in various specific contexts. Following the lead of other fields, testing of reproducibility can be incentivized through changes to journal

Teachers' Attitude towards Implementation of Learner-Centered Methodology in Science Education in Kenya

Science.gov (United States)

Ndirangu, Caroline

2017-01-01

This study aims to evaluate teachers' attitude towards implementation of learner-centered methodology in science education in Kenya. The study used a survey design methodology, adopting the purposive, stratified random and simple random sampling procedures and hypothesised that there was no significant relationship between the head teachers'…

The Relationship between Environmental Moral Reasoning and Environmental Attitudes of Pre-Service Science Teachers

Science.gov (United States)

Tuncay, Busra; Yilmaz-Tuzun, Ozgul; Tuncer-Teksoz, Gaye

2011-01-01

The aim of the present study was to investigate the relationship between environmental moral reasoning patterns and environmental attitudes of 120 pre-service science teachers. Content analysis was carried out on participants' written statements regarding their concerns about the presented environmental problems and the statements were labeled as…

Students’ attitudes towards impact of the health department website on their health literacy in Semnan University of Medical Sciences

Science.gov (United States)

Mahdizadeh, Jamileh; Valinejadi, Ali; Pooyesh, Behnoosh; Jafari, Fatemeh

2018-01-01

Background and aim Health literacy has been of interest to policymakers because of its impact on health decision-making as one of the important issues for promoting community health and improving the quality of health care delivery. Therefore, it seems necessary to examine the status of the website of the health sector of the University of Medical Sciences in promoting health literacy from the viewpoint of the students. Methods This cross-sectional study was performed on 529 medical and allied students in schools affiliated to Semnan University of Medical Sciences, Semnan, Iran between 2016 and 2017. In this study, a valid and reliable adult health literacy questionnaire designed by Montazeri et al. was used. The questionnaire was distributed among students in medical and allied health schools and they were asked to complete the questionnaire. Independent-samples t-test, one-way ANOVA, and Pearson product-moment correlation were used to analyze data by SPSS 19. Results Mean scores of the participants’ attitudes towards reading of health information was 3.14 and towards decision and usage of health information was 2.53. Relationship between the study subjects’ demographic characteristics and their attitudes was significant (pwebsite. Hence, the results of this study showed that the website of the health department needs to be redesigned, and this design would allow a better link between the University of Medical Sciences and its audience to promote health literacy. PMID:29588815

A Confirmatory Factor Analysis on the Attitude Scale of Constructivist Approach for Science Teachers

Directory of Open Access Journals (Sweden)

E. Evrekli

2010-11-01

Full Text Available Underlining the importance of teachers for the constructivist approach, the present study attempts to develop “Attitude Scale of Construc¬tivist Approach for Science Teachers (ASCAST”. The pre-applications of the scale were administered to a total of 210 science teachers; however, the data obtained from 5 teachers were excluded from the analysis. As a result of the analysis of the data obtained from the pre-applications, it was found that the scale could have a single factor structure, which was tested using the confir¬matory factor analysis. As a result of the initial confirmatory factor analysis, the values of fit were examined and found to be low. Subsequently, by exam¬ining the modification indices, error covariance was added between items 23 and 24 and the model was tested once again. The added error covariance led to a significant improvement in the model, producing values of fit suitable for limit values. Thus, it was concluded that the scale could be employed with a single factor. The explained variance value for the scale developed with a sin¬gle factor structure was calculated to be 50.43% and its reliability was found to be .93. The results obtained suggest that the scale possesses reliable-valid characteristics and could be used in further studies.

New Digital Energy Game, the Use of Games to Influence Attitudes, Interests, and Student Achievement in Science

Science.gov (United States)

Holmes, Venita

2012-01-01

Purpose: To assess how the use of games contributes to students' science learning, interests, and attitudes about science. Methodology: The study sample was middle and high-school students in a large urban school district in 2012. A total of 1191 students participated in the game. The majority of students were Hispanic females of low…

An Analysis of Pre-Service Science Teachers' Moral Considerations about Environment and Their Attitudes towards Sustainable Environment

Science.gov (United States)

Alpak-Tunç, Gizem; Yenice, Nilgün

2017-01-01

This study aims at analysing the moral considerations of pre-service science teachers about environment and their attitudes towards sustainable environment. It was carried out during the school year of 2014-2015 with 1438 pre-service science teachers attending public universities in the Aegean region of Turkey. The data of the study were collected…

College Athletes and Drug Testing: Attitudes and Behaviors by Gender and Sport

OpenAIRE

Schneider, Dona; Morris, Joyce

1993-01-01

We surveyed varsity athletes at a Big East university to assess attitudes toward a mandatory drug education and testing program and examined whether there were differences in drug-related attitudes and behaviors based on gender or varsity sport. We found no statistically significant differences in personal drug use behaviors based on gender or team affiliation. Attitudes about drug use and knowledge of a teammate using drugs did show significant differences based on varsity sport. Tennis play...

Understanding the relationship between student attitudes and student learning

Science.gov (United States)

Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

2018-02-01

Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study directly tested this attitude-learning link by measuring the association between incoming attitudes (Colorado Learning Attitudes about Science Survey) and student learning during the semester after statistically controlling for the effects of prior knowledge [early-semester Force Concept Inventory (FCI) or Brief Electricity and Magnetism Assessment (BEMA)]. This study spanned four different courses and included two complementary measures of student knowledge: late-semester concept inventory scores (FCI or BEMA) and exam averages. In three of the four courses, after controlling for prior knowledge, attitudes significantly predicted both late-semester concept inventory scores and exam averages, but in all cases these attitudes explained only a small amount of variance in concept-inventory and exam scores. Results indicate that after accounting for students' incoming knowledge, attitudes may uniquely but modestly relate to how much students learn and how well they perform in the course.

Attitudes and Behavior of Ajman University of Science and Technology Students towards the Environment

Science.gov (United States)

Raman, Rasha Abdel

2016-01-01

This study examined the attitudes and behavior of Ajman University of Science and Technology (AUST) students towards the environment according to their gender and college. The research was based on a descriptive approach. The sample consisted of (375) students (230 males and 145 females) from different colleges (Law, Information Technology, Mass…

"Earth, Sun and Moon": Computer Assisted Instruction in Secondary School Science--Achievement and Attitudes

Science.gov (United States)

Ercan, Orhan; Bilen, Kadir; Ural, Evrim

2016-01-01

This study investigated the impact of a web-based teaching method on students' academic achievement and attitudes in the elementary education fifth grade Science and Technology unit, "System of Earth, Sun and Moon". The study was a quasi-experimental study with experimental and control groups comprising 54 fifth grade students attending…

Knowledge, Attitudes and Practices about HIV Testing and ...

African Journals Online (AJOL)

AJRH Managing Editor

The major objective of this study was to determine knowledge, attitudes and practices about HIV testing services and the uptake of this service amongst girls aged 15-19 in selected secondary schools in Malawi. A questionnaire was administered to 457 students and 18 focus group discussions and 45 in-depth interviews ...

Software Testing as Science

Directory of Open Access Journals (Sweden)

Ingrid Gallesdic

2013-06-01

Full Text Available The most widespread opinion among people who have some connection with software testing is that this activity is an art. In fact, books have been published widely whose titles refer to it as art, role or process. But because software complexity is increasing every year, this paper proposes a new approach, conceiving the test as a science. This is because the processes by which they are applied are the steps of the scientific method: inputs, processes, outputs. The contents of this paper examines the similarities and test characteristics as science.

The Effect of Using 3E, 5E Learning Cycle in General Chemistry Laboratory to Prospective Science Teachers Attitude and Perceptions to the Science, Chemistry and Laboratory

OpenAIRE

Toprak, Fatih; Çelikler, Dilek

2013-01-01

The study aimed to investigate the emerging changes in prospective science teachers" attitudes and perceptions towards science, chemistry and laboratory resulting from the implementation of 3E. 5E learning cycles and traditional instruction in laboratory environment in which learning is achieved by doing and experiencing. The study included 74 first grade prospective science teachers from Ondokuz Mayıs University at the Department of Science Education. In the study, quasi-experimental pre-tes...

Analyse des attitudes envers les sciences chez des eleves du secondaire d'origine haitienne de milieux defavorises de la region de Montreal

Science.gov (United States)

Fils-Aime, Nestor

Having in perspective the slight representativeness of students, from Haitian background, from the most unprivileged sections of the great region of Montreal in the scientific fields in High School and in the choices of career, this study intends to examine the effect of the individual characteristics as well as the associated factors related to the familial, scholastic, socio-economic, and cultural environment upon the attitudes of those students toward sciences. The analysis of the datum is based on the results of a questionnaire focusing on the socio-demographic profile of a group of students from fourth and fifth year attending two multiethnic High Schools of the North-Crown of Montreal as well as on the interviews with fifteen of those students who are from a haitian background. There were also interviews with some parents, a member of a community organism, some staff members of some schools as well as some Haitian-Quebecer professionals and scientists, in order to have a critical viewpoint upon the different positions expressed by the fifteen students. The Bronfenbrenner's ecosystemic model (1979, 1986) has been used as scope of reference allowing to draw the prominent aspects from the attitudes toward science in the students, from haitian background. The synthesis of ideas expressed by different interviewee reveals the existence of a environment not much enhancing the value of sciences around of students, from Haitian background. The socio-economic conditions, the familial practices, the ethnocultural status as well as some individual representations of sciences contribute to create and maintain some attitudes very little committed to sciences in those students. The study shows how much it is urgent to demystify the sciences by breaking with some stereotypes that prevent some categories of students from acceding to sciences. It also commands to politicians, concerning education, to be more open to ethnocultural differences and to explore some dynamic ways in

Knowledge and attitudes of infection prevention and control among health sciences students at University of Namibia.

Science.gov (United States)

Ojulong, J; Mitonga, K H; Iipinge, S N

2013-12-01

Health Sciences students are exposed early to hospitals and to activities which increase their risk of acquiring infections. Infection control practices are geared towards reduction of occurrence and transmission of infectious diseases. To evaluate knowledge and attitudes of infection prevention and control among Health Science students at University of Namibia. To assess students' knowledge and attitudes regarding infection prevention and control and their sources of information, a self-administered questionnaire was used to look at standard precautions especially hands hygiene. One hundred sixty two students participated in this study of which 31 were medical, 17 were radiography and 114 were nursing students. Medical students had better overall scores (73%) compared to nursing students (66%) and radiology students (61%). There was no significant difference in scores between sexes or location of the high school being either in rural or urban setting. Serious efforts are needed to improve or review curriculum so that health sciences students' knowledge on infection prevention and control is imparted early before they are introduced to the wards.

Measuring Implicit Attitudes of 4-Year-Olds: The Preschool Implicit Association Test

Science.gov (United States)

Cvencek, Dario; Greenwald, Anthony G.; Meltzoff, Andrew N.

2011-01-01

The Preschool Implicit Association Test (PSIAT) is an adaptation of an established social cognition measure (IAT) for use with preschool children. Two studies with 4-year-olds found that the PSIAT was effective in evaluating (a) attitudes toward commonly liked objects ("flowers"="good") and (b) gender attitudes ("girl"="good" or "boy"="good"). The…

How Environmental Attitudes Interact with Cognitive Learning in a Science Lesson Module

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Maximiliane F. Schumm

2016-01-01

Full Text Available As cognitive knowledge plays a major role in supporting proenvironmental behavior, identification of individual aspects related to knowledge acquisition is essential. Our study monitored knowledge levels before and after a science-based lesson set in relation to self-reported behavior and attitudinal preferences (attitudes towards environmental Preservation and Utilization of 190 students (Mage  ± SD: 15.96 ± 0.55; 51.1% female. A knowledge questionnaire was completed once before and twice after participation. Additionally, (i the 2-MEV (two Major Environmental Values and (ii the GEB (General Ecological Behavior were applied. Girls showed higher Preservation but lower Utilization attitudes than boys did. Learning success was positively related to Preservation preferences (for girls as well as to behavior-based scores (for girls and boys. For boys, high preferences in Utilization were negatively correlated with learning achievement.

The Effects of Aesthetic Science Activities on Improving At-Risk Families Children's Anxiety About Learning Science and Positive Thinking

Science.gov (United States)

Hong, Zuway-R.; Lin, Huann-shyang; Chen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Chia-Jung

2014-01-01

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families' children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families' children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.

Development of Analytical Thinking Ability and Attitudes towards Science Learning of Grade-11 Students through Science Technology Engineering and Mathematics (STEM Education) in the Study of Stoichiometry

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Chonkaew, Patcharee; Sukhummek, Boonnak; Faikhamta, Chatree

2016-01-01

The purpose of this study was to investigate the analytical thinking abilities and attitudes towards science learning of grade-11 students through science, technology, engineering, and mathematics (STEM) education integrated with a problem-based learning in the study of stoichiometry. The research tools consisted of a pre- and post-analytical…

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

Science.gov (United States)

Kim, Hanna

2011-12-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, "Green Earth Enhanced with Inquiry and Technology." We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students' attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts ( p < .05).

Elementary Science Education in Classrooms and Outdoors: Stakeholder Views, Gender, Ethnicity, and Testing

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Carrier, Sarah J.; Thomson, Margareta M.; Tugurian, Linda P.; Stevenson, Kathryn Tate

2014-01-01

In this article, we present a mixed-methods study of 2 schools' elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students'…

Knowledge and attitude towards health and food safety among students of Tabriz University of Medical Sciences, Tabriz, Iran

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Parvin Dehghan

2017-06-01

Full Text Available Introduction: Health and food safety is one of the most important issues of nutrition science. The present study aims to examine the knowledge and attitude towards health and food safety among students of Tabriz University of Medical Sciences, Tabriz, Iran. Methods: This study was conducted through cross-sectional approach on 300 students of Tabriz University of Medical Sciences who were selected through stratified random sampling method, using a validated and reliable researcher-made questionnaire. Data were analyzed by SPSS.Results: More than 50% of students had high attitude and knowledge towards health and food safety and washing hands before cooking. Further, more than 60% of students had low attitude on other related items such as unimportance of food additives in food safety. Besides, more than 50% of students had low knowledge about best temperature to store cooked food which is between 5 to 65 °C and the most appropriate plastic containers to keep food healthy. About 87.3% of students had good knowledge about diseases that could be transmitted through food. That there was a significant relationship between students' attitude and taking courses related to health and food safety (P = 0.010. There was also a significant relationship between students' knowledge and their college (P = 0.001 and major (P = 0.020. Conclusion: Results obtained revealed that students from some colleges and some majors had low knowledge of health and food safety. It is therefore necessary to hold training programs through workshops or to include courses in the curriculum of majors that lack such credits.

Test anxiety, attitude to schooling, parental influence, and peer ...

African Journals Online (AJOL)

This study investigated test anxiety, attitude to schooling, parental influence, and peer pressure as predictors of cheating tendencies in examination among secondary school students in Edo State, Nigeria. Ex-post facto research design was adopted for the study. Using stratified random sampling technique, 1200 senior ...

An Examination of Science High School Students' Motivation towards Learning Biology and Their Attitude towards Biology Lessons

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Kisoglu, Mustafa

2018-01-01

The purpose of this study is to examine motivation of science high school students towards learning biology and their attitude towards biology lessons. The sample of the study consists of 564 high school students (308 females, 256 males) studying at two science high schools in Aksaray, Turkey. In the study, the relational scanning method, which is…

Attitude Strength.

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Howe, Lauren C; Krosnick, Jon A

2017-01-03

Attitude strength has been the focus of a huge volume of research in psychology and related sciences for decades. The insights offered by this literature have tremendous value for understanding attitude functioning and structure and for the effective application of the attitude concept in applied settings. This is the first Annual Review of Psychology article on the topic, and it offers a review of theory and evidence regarding one of the most researched strength-related attitude features: attitude importance. Personal importance is attached to an attitude when the attitude is perceived to be relevant to self-interest, social identification with reference groups or reference individuals, and values. Attaching personal importance to an attitude causes crystallizing of attitudes (via enhanced resistance to change), effortful gathering and processing of relevant information, accumulation of a large store of well-organized relevant information in long-term memory, enhanced attitude extremity and accessibility, enhanced attitude impact on the regulation of interpersonal attraction, energizing of emotional reactions, and enhanced impact of attitudes on behavioral intentions and action. Thus, important attitudes are real and consequential psychological forces, and their study offers opportunities for addressing behavioral change.

The Learning of Science Basic Concept by Using Scientifiq Inquiry to Improve Student’s Thinking, Working, and Scientific Attitude Abilities

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Wachidatul Linda Yuhanna

2016-03-01

Full Text Available This research was a classroom action research which was conducted intwo cycles, each cycle consists of planning, implementing, observing, and reflecting. The data used was quantitative data on student observation sheet instruments. The Results of the study which were obtained from the first cycle showed about the students’ thinking skills and scientific works. They were categorized as excellent 18.18%, good 22.73%, enough 52.27%, and sufficiently less 6.82%. As for the scientific attitude with a very active category of 11.36%, 43.18% and less active 45.45%. It has not reached indicators of success, so it was necessary to cycle II. Cycle II demonstrated the excellent category 38.63%, 36.36% good, good enough18.18% and less 6.81%. While the scientific attitude in the cycle II was an active attitude 29.54%, active 54.54%, inactive 15.91%. These results show an increase from the cycle I to cycle II. The conclusion of this study were: 1 learning the basic concepts of science with scientific inquiry in students can be conducible applied.2 Learning the basic concepts of science with scientific inquiry can improve thinking ability and scientific work and students’ scientific attitude. 3 Learning the basic concepts of science with scientific inquiry be able to explore and develop student creativity in designing simple experiments which can be applied in primary schools.

Evidence that attitude accessibility augments the relationship between speeding attitudes and speeding behavior: a test of the MODE model in the context of driving.

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Elliott, Mark A; Lee, Emme; Robertson, Jamie S; Innes, Rhona

2015-01-01

According to the MODE model of attitude-to-behavior processes, attitude accessibility augments attitude-behavior correspondence, reflecting an automatic influence of attitudes on behavior. We therefore tested whether attitude accessibility moderates the attitude-behavior relationship in a context that is governed by characteristically automatic behavior, namely driving. In study 1 (correlational design), participants (N=130) completed online questionnaire measures of the valences and accessibilities of their attitudes towards speeding. Two weeks later, online questionnaire measures of subsequent speeding behavior were obtained. Attitude valence was a significantly better predictor of behavior at high (mean+1SD) versus low (mean-1SD) levels of attitude accessibility. In study 2 (experimental design), attitude accessibility was manipulated with a repeated attitude expression task. Immediately after the manipulation, participants (N=122) completed online questionnaire measures of attitude valence and accessibility, and two weeks later, subsequent speeding behavior. Increased attitude accessibility in the experimental (versus control) condition generated an increase in attitude-behavior correspondence. The findings are consistent with the MODE model's proposition that attitudes can exert an automatic influence on behavior. Interventions to reduce speeding could usefully increase the accessibility of anti-speeding attitudes and reduce the accessibility of pro-speeding attitudes. Copyright © 2014 Elsevier Ltd. All rights reserved.

Increasing women's aspirations and achievement in science: The effect of role models on implicit cognitions

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Phelan, Julie E.

This research investigated the role of implicit science beliefs in the gender gap in science aspirations and achievement, with the goal of testing identification with a female role model as a potential intervention strategy for increasing women's representation in science careers. At Time 1, women's implicit science stereotyping (i.e., associating men more than women with science) was linked to more negative (implicit and explicit) attitudes towards science and less identification with science. For men, stereotypes were either non-significantly or positively related to science attitudes and identification. Time 2 examined the influence of implicit and explicit science cognitions on students' science aspirations and achievement, and found that implicit stereotyping, attitudes, and identification were all unique predictors of science aspirations, but not achievement. Of more importance, Time 2 examined the influence of science role models, and found that identification with a role model of either gender reduced women's implicit science stereotyping and increased their positive attitudes toward science. Implications for decreasing the gender gap in advanced science achievement are discussed.

The effects of contextual learning instruction on science achievement of male and female tenth-grade students

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Ingram, Samantha Jones

The purpose of this study was to investigate the effects of the contextual learning method on science performance, attitudes toward science, and motivational factors that influence high school students to learn science. Gender differences in science performance and attitudes toward science were also investigated. The sample included four tenth-grade classes of African-American students enrolled in Chemistry I. All students were required to review for the Alabama High School Graduation Exam in Science. Students were administered a science pretest and posttest to measure science performance. A two-way analysis of covariance was performed on the test data. The results showed a main effect of contextual learning instruction on science achievement and no significant differences between females' and males' performance in science. The Science Attitude and the Alabama High School Graduation Exam (AHSGE) Review Class Surveys were administered to assess students' beliefs and attitudes toward science. The Science Attitude Survey results indicated a control effect in three subscales: perception of guardian's attitude, attitude toward success in science, and perception of teacher's attitude. No significant differences resulted between males and females in their beliefs about science from the attitude survey. However, students' attitudes toward science were more favorable in the contextual learning classes based on the results of the Review Class Survey. The survey data revealed that both males and females in the contextual classes had positive attitudes toward science and toward being active participants in the learning process. Qualitative data on student motivation were collected to examine the meaningfulness of the contextual learning content and materials. The majority of the students in the treatment (96%) and the control groups (86%) reported high interest in the lesson on Newton's three laws of motion. Both the treatment and the control groups indicated their interest

Knowledge, Attitude and Practice of Female Employees in Khalkhal Faculty of Medical Sciences of Breast Self-Examination and Its Relationship with Some Individual Characteristics

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Reyhane Eyvanbagha

2016-01-01

Full Text Available ​Background and Objectives : Breast cancer is one of the most common cancers among women that early diagnosis greatly increases the chance of recovery. Self-examination is one of the ways for screening and early detection of breast cancer. The aim of this study was to determine the knowledge, attitude and practice of women employed in the Khalkhal Faculty of Medical Sciences towards breast self-examination (BSE and its relationship with some individual characteristics. Material and Methods : This study cross-sectional study was conducted on 300 women who were employed in Khalkhal Faculty of Medical Sciences. A researcher-made questionnaire designed in four categories was used which contained demographic and questions related to the knowledge, attitude and performance. Data were analyzed using SPSS v. 13 software. Results : The level of knowledge, attitude and practice of BSE among the majority of women was partially favorable (5/56, 6/53 and 70/84 percent, respectively. Knowledge, attitudes and practices of women about BSE was affected by their field of study (P Conclusion : Women working in Khalkhal Faculty of Medical Sciences have relatively good level of knowledge, attitude and practice about BSE but with regard to the role of health workers in education and improving health; it is recommended to implement programs to achieve an ideal level regarding the knowledge, attitude and performance.

Investigating the Effects of a DNA Fingerprinting Workshop on 10th Grade Students' Self Efficacy and Attitudes toward Science.

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Sonmez, Duygu; Simcox, Amanda

The purpose of this study was investigate the effects of a DNA Fingerprinting Workshop on 10th grade students' self efficacy and attitudes toward science. The content of the workshop based on high school science curriculum and includes multimedia instruction, laboratory experiment and participation of undergraduate students as mentors. N=93…

Tested Tools You Can Use: Evaluating Earth System Science Courses

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Lee, S. P.; Prakash, A.; Reider, D.; Baker, D.

2006-12-01

Earth System Science Education for the 21st Century (ESSE 21) has created a public access on-line evaluation resource available at http://esse21.usra.edu/evaltoolkit in collaboration with the ESSE 21 institutions, PIs, and evaluators. The purpose of the ESSE toolkit is to offer examples of how evaluation and assessment are/have been used in Earth System Science courses and programs. Our goal is to help instructors recognize different types of assessment and evaluation tools and uses that have proved useful in these courses and provide models for designing assessments in new courses. We have included actual examples of evaluations used by ESSE institution faculty in their own courses. This is not a comprehensive toolkit on educational evaluation and assessment, but it does provide several examples of evaluations that have been used successfully in Earth System Science courses and links to many good web resources on course evaluation. We have provided examples of assessments that are designed to collect information from students before, during and after courses. Some, presented in different formats, are designed to assess what students learn, others are designed to provide course instructors with information they can use to revise their courses. These assessments range from content tests to portfolios, from feedback forms to interviews, and from concept maps to attitude surveys.

Examining science achievement of African American females in suburban middle schools: A mixed methods study

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Topping, Kecia C.

This dissertation examined factors that affected the science achievement of African American females in suburban middle schools. The research literature informed that African American females are facing the barriers of race, gender, socioeconomic status, and cultural learning style preferences. Nationally used measurements of science achievement such as the Standardized Achievement Test, Tenth edition (SAT-10), National Assessment for Educational Progress, and National Center for Educational Statistics showed that African American females are continuing to falter in the areas of science when compared to other ethnic groups. This study used a transformative sequential explanatory mixed methods design. In the first, quantitative, phase, the relationships among the dependent variables, science subscale SAT-10 NCE scores, yearly averages, and the independent variables, attitude toward science scores obtained from the Modified Fennema-Sherman Attitudes toward Science Scale, socioeconomics, and caregiver status were tested. The participants were 150 African American females in grades 6 through 8 in four suburban middle schools located in the Southeastern United States. The results showed a positive, significant linear relationship between the females' attitude and their science subscale SAT-10 NCE scores and a positive, significant linear relationship between the females' attitudes and their yearly averages in science. The results also confirmed that attitude was a significant predictor of science subscale SAT-10 NCE scores for these females and that attitude and socioeconomics were significant predictors of the females' yearly averages in science. In the second, qualitative, phase, nine females purposefully selected from those who had high and low attitude towards science scores on the scale in the quantitative phase were interviewed. The themes that emerged revealed seven additional factors that impacted the females' science achievement. They were usefulness of science

Intending to Stay: Images of Scientists, Attitudes Toward Women, and Gender as Influences on Persistence among Science and Engineering Majors

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Wyer, Mary

Contemporary research on gender and persistence in undergraduate education in science and engineering has routinely focused on why students leave their majors rather than asking why students stay. This study compared three common ways of measuring persistence-commitment to major, degree aspirations, and commitment to a science or engineering career-and emphasized factors that would encourage students to persist, including positive images of scientists and engineers, positive attitudes toward gender equity in science and engineering, and positive classroom experiences. A survey was administered in classrooms to a total of 285 female and male students enrolled in two required courses for majors. The results indicate that the different measures of persistence were sensitive to different influences but that students' gender did not interact with their images, attitudes, and experiences in predicted ways. The study concludes that an individual student's gender may be a more important factor in explaining why some female students leave their science and engineering majors than in explaining why others stay.

Development of the Military Women's Attitudes Toward Menstrual Suppression Scale: from construct definition to pilot testing.

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Trego, Lori L

2009-01-01

The Military Women's Attitudes Toward Menstrual Suppression scale (MWATMS) was created to measure attitudes toward menstrual suppression during deployment. The human health and social ecology theories were integrated to conceptualize an instrument that accounts for military-unique aspects of the environment on attitudes toward suppression. A three-step instrument development process was followed to develop the MWATMS. The instrument was pilot tested on a convenience sample of 206 military women with deployment experience. Reliability was tested with measures of internal consistency (alpha = .97); validity was tested with principal components analysis with varimax rotation. Four components accounted for 65% of variance: Benefits/Interest, Hygiene, Convenience, and Soldier/Stress. The pilot test of the MWATMS supported its reliability and validity. Further testing is warranted for validation of this instrument.

Secondary School Students' Interests, Attitudes and Values Concerning School Science Related to Environmental Issues in Finland

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Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Byman, Reijo; Meisalo, Veijo

2011-01-01

This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the…

Could Nursing Educational Courses Change the Attitudes of Students to Mental Disorders stigma? A Quasi- Experimental Study in Alborz University of Medical Sciences

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F. Kordlou

2015-11-01

Full Text Available Introduction: The prevalence mental disorders and its burden in the world is one of the most important challenges for health system and service delivery to people with mental disorders need enough and trained manpower. Stigma of mental disorders not only influence patients and their families but also is a barrier for delivering mental health services to the patients, hence beyond the knowledge and expertise, health care providers must have an appropriate attitude especially toward the stigma of mental disorder. The aim of this study was to determine the effect of mental health related courses of nursing curriculum on the nursing student’s attitude about mental disorders in Alborz University of Medical Sciences. Methods: A quasi-experimental study with before and after design was used. All 197 nursing students who had one of the related courses of mental health, were studied for attitudes about mental disorder stigma before and after the semester. Farsi version of OMSHC questionnaire was used to measure nursing student’s attitude. One way ANOVAs, Pearson Correlation and Paired T-Test used for Data analysis. Results: Student’s attitude about mental health stigma didn’t improve after the course lessons. Mental health attitude score was different based on gender (P<0/035 and marital status (P<0.006. There was a weak negative correlation between age and attitude score (r=-0.22, P<0/003. Conclusion: The current educational course and lessons can’t improve the nursing student’s attitudes about the stigma of mental disorders. To get desired outcomes, changing lesson plans and the presentation styles must be considered.

"To perpetuate blindness!": attitudes of UK patients with inherited retinal disease towards genetic testing.

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Potrata, Barbara; McKibbin, Martin; Lim, Jennifer Nw; Hewison, Jenny

2014-07-01

Availability and accuracy of genetic testing in ophthalmology has increased yet the benefits are unclear especially for those conditions where cure or treatments are limited. To explore attitudes to and patients' understanding of possible advantages and disadvantages of genetic testing for inherited retinal disease, we undertook focus groups in three West Yorkshire towns in the UK. Most of our participants had retinitis pigmentosa and one of the focus groups consisted of participants from (British) Asian ethnic background. Here, we report only those attitudes which were common in all three focus groups. Some of the attitudes have already been reported in the literature. Novel findings include attitudes held towards informed choice and life planning, particularly among more severely affected participants. For example, participants appreciated that genetic testing increases informed choice and enables life planning, but these understandings tended to be in a specific sense: informed choice whether to have children and family planning in order to prevent illness recurrence. We conclude that even though these patients are not a homogeneous group, their attitudes tend to be underpinned by deep anxiety of passing their visual impairment onto their children. In this respect, they differ importantly from a small minority of the deaf who would prefer to have children with hearing loss, and from the more general population who do not believe that blindness is a "severe" enough disability to warrant avoiding having children.

The Relationship between Environmental Moral Reasoning and Environmental Attitudes of Pre-Service Science Teachers

OpenAIRE

TUNCAY, Busra; YILMAZ-TUZUN, Ozgul; TUNCER-TEKSOZ, Gaye

2011-01-01

The aim of the present study was to investigate the relationship between environmental moral reasoning patterns and environmental attitudes of 120 pre-service science teachers. Content analysis was carried out on participants’ written statements regarding their concerns about the presented environmental problems and the statements were labeled as ecocentric, anthropocentric, and non-environmental according to their meanings. Then, descriptive and inferential analyses were conducted ...

A Comparison of Students' Achievement and Attitude Changes Resulting From a Laboratory and Non-Laboratory Approach to General Education Physical Science Courses.

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Gunsch, Leonhardt Maurice

Student achievement and attitude changes resulting from two different approaches to teaching of physical science were studied among 94 non-science freshmen enrolled at Valley City State College during the 1970-71 winter quarter. Thirty-four students were taught the laboratory-oriented Physical Science for Nonscience Students (PSNS) Project course…

A Garden-Based Approach to Teaching Life Science Produces Shifts in Students' Attitudes toward the Environment

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Fisher-Maltese, Carley; Zimmerman, Timothy D.

2015-01-01

Recently, schools nationwide have expressed a renewed interest in school gardens, viewing them as innovative educational tools. Most of the scant studies on these settings investigate the health/nutritional impacts, science learning potential, or emotional dispositions of students. However, few studies examine the shifts in attitudes that occur…

Science laboratory behavior strategies of students relative to performance in and attitude to laboratory work

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Okebukola, Peter Akinsola

The relationship between science laboratory behavior strategies of students and performance in and attitude to laboratory work was investigated in an observational study of 160 laboratory sessions involving 600 class five (eleventh grade) biology students. Zero-order correlations between the behavior strategies and outcome measures reveal a set of low to strong relationships. Transmitting information, listening and nonlesson related behaviors exhibited low correlations with practical skills and the attitude measure. The correlations between manipulating apparatus and observation with practical skills measures were found to be strong. Multiple correlation analysis revealed that the behaviors of students in the laboratories observed accounted for a large percentage of the variance in the scores on manipulative skills and a low percentage on interpretation of data, responsibility, initiative, and work habits. One significant canonical correlation emerged. The loadings on this canonical variate indicate that the practical skills measures, i.e., planning and design, manipulative skills and conduct of experiments, observation and recording of data, and attitude to laboratory work made primary contributions to the canonical relationship. Suggestions as to how students can be encouraged to go beyond cookbook-like laboratories and develop a more favorable attitude to laboratory work are made.

Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

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Uyanik, Gökhan

2016-01-01

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

Stimulating an Inquiring Attitude

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Navarrete Sonya Patricia

2001-08-01

Full Text Available This article presents the first year experience of teaching Science combined with English in the preschool section with ages between 4 and 6 in the Gimnasio Campestre. A brief theoretical framework is exposed based on inquiring attitudes and theoretical models about this. Then a proposal is presented which was applied to these children; the purpose is to show a new methodology where students will acquire an inquiring attitude through a Science class taught in English.

Fat phobia of university students: attitudes toward obesity.

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Hayran, Osman; Akan, Hülya; Özkan, Azru D; Kocaoglu, Bike

2013-01-01

This study examined attitudes about obesity among a sample of university students from the departments of Health Sciences and Fine Arts. This cross-sectional study was carried out among first- and second-year students of Health Sciences and Fine Arts Yeditepe between April and May 2011. The questionnaire surveyed sociodemographic characteristics, height, weight, and a short form of the "Fat Phobia" scale. A pilot study revealed that the test-retest reliability was r=0.71 and internal consistency (Cronbach alpha) was 0.8783. The mean and SD were computed for descriptive purposes, and a t-test was used for hypothesis testing; significance was considered for pstudents (86 men, 219 women) were included in the study. The mean score on the fat phobia scale was 3.57±0.69 among the whole group. Fat phobia of women was higher than of men (pstudents than in obese students, there was no statistically significant differences according to body structure (p>0.05). The adjectives about which the whole group was phobic were "likes food" (4.50), "overeats" (4.20), "slow" (3.90), "inactive" (3.82), "no will power" (3.71), and "shapeless" (3.66). Female students were more phobic than men in adjectives (overeats,) (no will power,) (shapeless.) Fat phobia is common among university students, and women are more fat phobic than men. Fat phobia and attitudes toward obesity should be examined and followed, and methods and messages directed to change negative attitudes should be included during training.

Teacher enactment of an inquiry-based science curriculum and its relationship to student interest and achievement in science

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Dimichino, Daniela C.

This mixed-methods case study, influenced by aspects of grounded theory, aims to explore the relationships among a teacher's attitude toward inquiry-based middle school reform, their enactment of such a curriculum, and student interest and achievement in science. A solid theoretical basis was constructed from the literature on the benefits of inquiry-based science over traditional science education, the benefits of using constructivist learning techniques in the classroom, the importance of motivating teachers to change their teaching practices to be more constructive, and the importance of motivating and exciting students in order to boost achievement in science. Data was collected using qualitative documents such as teacher and student interviews, classroom observations, and curriculum development meetings, in addition to quantitative documents such as student science interest surveys and science skills tests. The qualitative analysis focused on examining teacher attitudes toward curricular reform efforts, and the enactments of three science teachers during the initial year of an inquiry-based middle school curriculum adoption using a fidelity of implementation tool constructed from themes that emerged from the data documents utilized in this study. In addition, both qualitative and quantitative tools were used to measure an increase or decrease in student interest and student achievement over the study year, and their resulting relationships to their teachers' attitudes and enactments of the curriculum. Results from data analysis revealed a positive relationship between the teachers' attitude toward curricular change and their fidelity of implementation to the developers' intentions, or curricular enactment. In addition, strong positive relationships were also discovered among teacher attitude, student interest, and student achievement. Variations in teacher enactment also related to variations in student interest and achievement, with considerable positive

Are comic books an effective way to engage nonmajors in learning and appreciating science?

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Hosler, Jay; Boomer, K B

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students' attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors' content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way.

Using the Implicit Association Test to Assess Children's Implicit Attitudes toward Smoking

OpenAIRE

Andrews, Judy A.; Hampson, Sarah E.; Greenwald, Anthony G.; Gordon, Judith; Widdop, Chris

2010-01-01

The development and psychometric properties of an Implicit Association Test (IAT) measuring implicit attitude toward smoking among fifth grade children were described. The IAT with “sweets” as the contrast category resulted in higher correlations with explicit attitudes than did the IAT with “healthy foods” as the contrast category. Children with family members who smoked (versus non-smoking) and children who were high in sensation seeking (versus low) had a significantly more favorable impli...

INQUIRY-BASED SCIENCE COMIC PHYSICS SERIES INTEGRATED WITH CHARACTER EDUCATION

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D Yulianti

2016-04-01

Full Text Available This study aimed to test the level of readability and feasibility of science comic, to knowcharacter development through a small test in some schools. The research design was Research & Development, trials were using quasi-experimental pre-test-post-test experimental design. The instruments to measure attitudes were: a questionnaire and observation sheet, a test used to measure comprehension of the material. The results showed that learning science by inquiry-based science comic can improvecharacters and cognitive achievement of primary school students. Results in the form of inquiry-based science comic can be utilized in learning science as a companion teaching materials.

Development and testing of a scale to assess physician attitudes about handheld computers with decision support.

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Ray, Midge N; Houston, Thomas K; Yu, Feliciano B; Menachemi, Nir; Maisiak, Richard S; Allison, Jeroan J; Berner, Eta S

2006-01-01

The authors developed and evaluated a rating scale, the Attitudes toward Handheld Decision Support Software Scale (H-DSS), to assess physician attitudes about handheld decision support systems. The authors conducted a prospective assessment of psychometric characteristics of the H-DSS including reliability, validity, and responsiveness. Participants were 82 Internal Medicine residents. A higher score on each of the 14 five-point Likert scale items reflected a more positive attitude about handheld DSS. The H-DSS score is the mean across the fourteen items. Attitudes toward the use of the handheld DSS were assessed prior to and six months after receiving the handheld device. Cronbach's Alpha was used to assess internal consistency reliability. Pearson correlations were used to estimate and detect significant associations between scale scores and other measures (validity). Paired sample t-tests were used to test for changes in the mean attitude scale score (responsiveness) and for differences between groups. Internal consistency reliability for the scale was alpha = 0.73. In testing validity, moderate correlations were noted between the attitude scale scores and self-reported Personal Digital Assistant (PDA) usage in the hospital (correlation coefficient = 0.55) and clinic (0.48), p DSS scale was reliable, valid, and responsive. The scale can be used to guide future handheld DSS development and implementation.

Dentists' attitude to provision of care for people with learning disabilities in Udaipur, India.

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Nagarajappa, Ramesh; Tak, Mridula; Sharda, Archana J; Asawa, Kailash; Jalihal, Sagar; Kakatkar, Gauri

2013-03-01

This study determines and compares the attitudes of dentists to the provision of care for people with learning disabilities according to gender, qualification, previous experience of treating patients with learning disabilities and work experience of dentists. A cross-sectional study was conducted among 247 dentists (166 men and 81 women) using a pretested structured questionnaire. This questionnaire assessed the respondent's attitude towards learning-disabled patients in five categories: beliefs about treating them, their capabilities, discrimination against these patients, their social behaviour and quality of care to be received by these patients. The information on dentist's gender, qualification, work experience and previous experience of treating patients with learning disabilities was also collected through questionnaire. The Student's t-test and anova test were used for statistical analysis. The mean attitude score was found to be 71.13 ± 8.97. A statistically significant difference was found in the mean attitude scores of dentists with work experience (p = 0.000). Study subjects with postgraduate qualification and previous experience of treating patients with learning disabilities had significantly greater mean attitude score than their counterparts (p = 0.000). The overall attitude of dentists towards provision of care for people with learning disabilities was favourable, which increased with higher qualification and past experience. © 2012 The Authors. Scandinavian Journal of Caring Sciences © 2012 Nordic College of Caring Science.

Test ordering by GP trainees: Effects of an educational intervention on attitudes and intended practice.

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Morgan, Simon; Morgan, Andy; Kerr, Rohan; Tapley, Amanda; Magin, Parker

2016-09-01

To assess the effectiveness of an educational intervention on test-ordering attitudes and intended practice of GP trainees, and any associations between changes in test ordering and trainee characteristics. Preworkshop and postworkshop survey of attitudes to test ordering, intended test-ordering practices for 3 clinical scenarios (fatigue, screening, and shoulder pain), and tolerance for uncertainty. Three Australian regional general practice training providers. General practice trainees (N = 167). A 2-hour workshop session and an online module. Proportion of trainees who agreed with attitudinal statements before and after the workshop; proportion of trainees who would order tests, mean number of tests ordered, and number of appropriate and inappropriate tests ordered for each scenario before and after the workshop. Of 167 trainees, 132 (79.0%) completed both the preworkshop and postworkshop questionnaires. A total of 122 trainees attended the workshop. At baseline, 88.6% thought that tests can harm patients, 84.8% believed overtesting was a problem, 72.0% felt pressured by patients, 52.3% believed that tests would reassure patients, and 50.8% thought that they were less likely to be sued if they ordered tests. There were desirable changes in all attitudes after the workshop. Before the workshop, the mean number of tests that trainees would have ordered was 4.4, 4.8, and 1.5 for the fatigue, screening, and shoulder pain scenarios, respectively. After the workshop there were decreases in the mean number of both appropriate tests (decrease of 0.94) and inappropriate tests (decrease of 0.24) in the fatigue scenario; there was no change in the mean number of appropriate tests and a decrease in inappropriate tests (decrease of 0.76) in the screening scenario; and there was an increase in the proportion of trainees who would appropriately not order tests in the shoulder pain scenario. There were no significant associations between changes in test ordering and trainee

The Effect of Jigsaw Technique on 6th Graders' Learning of Force and Motion Unit and Their Science Attitudes and Motivation

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Ural, Evrim; Ercan, Orhan; Gençoglan, Durdu Mehmet

2017-01-01

The study aims to investigate the effects of jigsaw technique on 6th graders' learning of "Force and Motion" unit, their science learning motivation and their attitudes towards science classes. The sample of the study consisted of 49 6th grade students from two different classes taking the Science and Technology course at a government…

Evaluation of a statewide science inservice and outreach program: Teacher and student outcomes

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Lott, Kimberly Hardiman

Alabama Science in Motion (ASIM) is a statewide in-service and outreach program designed to provide in-service training for teachers in technology and content knowledge. ASIM is also designed to increase student interest in science and future science careers. The goals of ASIM include: to complement, enhance and facilitate implementation of the Alabama Course of Study: Science, to increase student interest in science and scientific careers, and to provide high school science teachers with curriculum development and staff development opportunities that will enhance their subject-content expertise, technology background, and instructional skills. This study was conducted to evaluate the goals and other measurable outcomes of the chemistry component of ASIM. Data were collected from 19 chemistry teachers and 182 students that participated in ASIM and 6 chemistry teachers and 42 students that do not participate in ASIM using both surveys and student records. Pre-treatment Chi-Square tests revealed that the teachers did not differ in years of chemistry teaching experience, major in college, and number of classes other than chemistry taught. Pre-treatment Chi-Square tests revealed that the students did not differ in age, ethnicity, school classification, or school type. The teacher survey used measured attitudes towards inquiry-based teaching, frequency of technology used by teacher self-report and perceived teaching ability of chemistry topics from the Alabama Course of Study-Science. The student surveys used were the Test of Science Related Attitudes (TOSRA) and a modified version of the Test of Integrated Process Skills (TIPS). The students' science scores from the Stanford Achievement Test (SAT-9) were also obtained from student records. Analysis of teacher data using a MANOVA design revealed that participation in ASIM had a significantly positive effect on teacher attitude towards inquiry-based teaching and the frequency of technology used; however, there was no

Investigating Changes in Student Attitudes and Understanding of Science through Participation in Citizen Science Projects in College Coursework

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Cardamone, Carolin; Cobb, Bethany E.

2018-01-01

Over the last decade, web-based “citizen science” projects such as the Zooniverse have allowed volunteers and professional scientists to work together for the advancement of science. While much attention has been paid to the benefits to science from these new projects, less attention has been paid to their impact on the participants and, in particular, to the projects’ potential to impact students who might engage in these projects through coursework. We report on a study engaging students in introductory astronomy classes at the George Washington University and Wheelock College in an assignment in which each student individually contributed to a “physics” or “space” citizen science project of their choice, and groups of students worked together to understand and articulate the scientific purpose of a citizen science project to which they all contributed. Over the course of approximately four weeks, the students kept logs of their individual contributions to the project, and recorded a brief reflection on each of their visits (noting, for example, interesting or confusing things they might encounter along the way). The project culminated with each group delivering a creative presentation that demonstrated their understanding of both the science goals of the project and the value of their own contributions to the project. In this talk, we report on the experience of the students with the project and on an assessment of the students’ attitudes toward science and knowledge of the process of science completed before the introduction of the assignment and again at its conclusion.

Research engagement of health sciences librarians: a survey of research-related activities and attitudes.

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Lessick, Susan; Perryman, Carol; Billman, Brooke L; Alpi, Kristine M; De Groote, Sandra L; Babin, Ted D

2016-04-01

The extent to which health sciences librarians are engaged in research is a little-studied question. This study assesses the research activities and attitudes of Medical Library Association (MLA) members, including the influence of work affiliation. An online survey was designed using a combination of multiple-choice and open-ended questions and distributed to MLA members. Responses were analyzed using descriptive statistics, content analysis, and significance testing. The authors used statistical tools and categorized open-ended question topics by the constant comparative method, also applying the broad subject categories used in a prior study. Pearson's chi-square analysis was performed on responses to determine significant differences among respondents employed in three different institutional environments. Analysis showed that 79% of respondents read research articles at least once a month; 58% applied published research studies to practice; 44% had conducted research; 62% reported acting on research had enhanced their libraries; 38% had presented findings; and 34% had authored research articles. Hospital librarians were significantly less likely than academic librarians to have participated in research activities. Highly ranked research benefits, barriers, and competencies of health sciences librarians are described. Findings indicate that health sciences librarians are actively engaged in research activities. Practice implications for practitioners, publishers, and stakeholders are discussed. Results suggest that practitioners can use published research results and results from their own research to affect practice decisions and improve services. Future studies are needed to confirm and extend these findings, including the need for intervention studies to increase research and writing productivity.

Research engagement of health sciences librarians: a survey of research-related activities and attitudes

Directory of Open Access Journals (Sweden)

Susan Lessick, MA, MLS, AHIP, FMLA

2016-11-01

Full Text Available Introduction: The extent to which health sciences librarians are engaged in research is a little-studied question. This study assesses the research activities and attitudes of Medical Library Association (MLA members, including the influence of work affiliation. Methods: An online survey was designed using a combination of multiple-choice and open-ended questions and distributed to MLA members. Responses were analyzed using descriptive statistics, content analysis, and significance testing. The authors used statistical tools and categorized openended question topics by the constant comparative method, also applying the broad subject categories used in a prior study. Pearson’s chi-square analysis was performed on responses to determine significant differences among respondents employed in three different institutional environments. Results: Analysis showed that 79% of respondents read research articles at least once a month; 58% applied published research studies to practice; 44% had conducted research; 62% reported acting on research had enhanced their libraries; 38% had presented findings; and 34% had authored research articles. Hospital librarians were significantly less likely than academic librarians to have participated in research activities. Highly ranked research benefits, barriers, and competencies of health sciences librarians are described. Conclusions: Findings indicate that health sciences librarians are actively engaged in research activities. Practice implications for practitioners, publishers, and stakeholders are discussed. Results suggest that practitioners can use published research results and results from their own research to affect practice decisions and improve services. Future studies are needed to confirm and extend these findings, including the need for intervention studies to increase research and writing productivity.

Scientific literacy of adult participants in an online citizen science project

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Price, Charles Aaron

Citizen Science projects offer opportunities for non-scientists to take part in scientific research. Scientific results from these projects have been well documented. However, there is limited research about how these projects affect their volunteer participants. In this study, I investigate how participation in an online, collaborative astronomical citizen science project can be associated with the scientific literacy of its participants. Scientific literacy is measured through three elements: attitude towards science, belief in the nature of science and competencies associated with learning science. The first two elements are measured through a pre-test given to 1,385 participants when they join the project and a post-test given six months later to 125 participants. Attitude towards science was measured using nine Likert-items custom designed for this project and beliefs in the nature of science were measured using a modified version of the Nature of Science Knowledge scale. Responses were analyzed using the Rasch Rating Scale Model. Competencies are measured through analysis of discourse occurring in online asynchronous discussion forums using the Community of Inquiry framework, which describes three types of presence in the online forums: cognitive, social and teaching. Results show that overall attitudes did not change, p = .225. However, there was significant change towards attitudes about science in the news (positive) and scientific self efficacy (negative), p impact on some aspects of scientific literacy. Using the Rasch Model allowed us to uncover effects that may have otherwise been hidden. Future projects may want to include social interactivity between participants and also make participants specifically aware of how they are contributing to the entire scientific process.

A study of the attitudes and academic achievement in biology of females in a single-sex school vs. a coeducational school in the Philadelphia Archdiocesan secondary schools

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Proach, John Ann

2000-11-01

There is proof that the educational system has conveyed unrealistic role expectations and has neglected to address the changing needs of girls. Children form attitudes about themselves and others based on the communications they get over time from parents, other adults, peers, and a variety of societal influences, including school. This study focused on two groups of tenth-grade high school, female, biology students in the Archdiocese of Philadelphia. The purpose was to compare attitude in science and academic achievement of females in a single-sex vs. a coeducational school. Data collection included three attitudinal surveys: Women in Science, Science Attitude Scale, and Perceptions of Science and Scientists, also the National Association of Biology Teachers/National Science Teachers High School Biology Examination Version B. administered as a pretest and posttest to measure academic achievement. These instruments were used to determine if the differences between attitudes and perceptions toward science and achievement in science were alike for females in a single-sex school and a coeducational school. The study also tested to see if females in a single-sex school would attain greater academic achievement in biology than girls in a coeducational school. The Chi-square statistic was used to analyze data in the three attitudinal surveys. The NABT/NSTA High School Biology Examination determined the students' initial and final competency levels in general biology. The mean science achievement of each of the two groups was tested for statistical significance using the t-test. In the two schools the t-test statistic showed significant difference between the pretest and a slight statistical difference on the posttest; the preferred analysis was an ANCOVA used to compare the posttest scores using the pretest as a covariate. The data implies that attitudes and perceptions are basically the same in both environments with minor differences. Results of these analyses suggest

Knowledge and attitudes of residents regarding electroconvulsive therapy

Directory of Open Access Journals (Sweden)

Gokay Alpak

2015-02-01

Full Text Available AIM: To determine the knowledge and attitudes of non-psychiatry residents about electroconvulsive therapy (ECT and additionally to make a comparison between residents of medical sciences and surgical sciences. METHODS: The study consisted of 176 medical school graduates in their residency training (119 medical sciences, 57 surgical sciences at a university hospital. All subjects are asked to fill a questionnaire prepared by the authors. RESULTS: Among all, 58 of the medical sciences residents (48.7%, and 32 of the surgical sciences residents (56.1% had reported that they have never observed any ECT session. There was no statistically significant difference between the residents of the two groups in terms of theirs attitudes towards ECT (p>0.05. The residents of surgical sciences differed from the others only in their response to the question that sought answer whether they would agree to have any of their relatives to undergo ECT. They more often disagreed to this statement (p=0.02. CONCLUSIONS: The knowledge and attitudes of residents in medical, and surgical sciences about ECT seemed to be similar. Despite their significant amount of knowledge about ECT the residents showed similar attitudes towards it with the patients and their caregivers that were previously reported in the literature. Additionally, the results also suggest that current training in medical schools need a revision that would eventually improve attitudes of medical graduates towards ECT. [TAF Prev Med Bull 2015; 14(1.000: 33-38

The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology

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Semsar, Katharine; Knight, Jennifer K.; Birol, Gülnur; Smith, Michelle K.

2011-01-01

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology. PMID:21885823

The Colorado Learning Attitudes about Science Survey (CLASS) for use in Biology.

Science.gov (United States)

Semsar, Katharine; Knight, Jennifer K; Birol, Gülnur; Smith, Michelle K

2011-01-01

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.

Why Citizen Science Without Usability Testing Will Underperform

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Romano, C.; Gay, P.; Owens, R.; Burlea, G.

2017-12-01

Citizen science projects must undergo usability testing and optimization if they are to meet their stated goals. This presentation will include video of usability tests conducted upon citizen science websites. Usability testing is essential to the success of online interaction, however, citizen science projects have just begun to include this critical activity. Interaction standards in citizen science lag behind those of commercial interests, and published research on this topic is limited. Since online citizen science is by definition, an exchange of information, a clear understanding of how users experience an online project is essential to informed decision-making. Usability testing provides that insight. Usability testing collects data via direct observation of a person while she interacts with a digital product, such as a citizen science website. The test participant verbalizes her thoughts while using the website or application; the moderator follows the participant and captures quantitative measurement of the participant's confidence of success as she advances through the citizen science project. Over 15 years of usability testing, we have observed that users who do not report a consistent sense of progress are likely to abandon a website after as few as three unrewarding interactions. Since citizen science is also a voluntary activity, ensuring seamless interaction for users is mandatory. Usability studies conducted on citizen science websites demonstrate that project teams frequently underestimate a user's need for context and ease of use. Without usability testing, risks to online citizen science projects include high bounce rate (users leave the website without taking any action), abandonment (of the website, tutorials, registration), misunderstanding instructions (causing disorientation and erroneous conclusions), and ultimately, underperforming projects.

Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?1

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Hosler, Jay; Boomer, K. B.

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students’ attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors’ content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way. PMID:21885827

Can Science Test Supernatural Worldviews?

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Fishman, Yonatan I.

2009-01-01

Several prominent scientists, philosophers, and scientific institutions have argued that science cannot test supernatural worldviews on the grounds that (1) science presupposes a naturalistic worldview (Naturalism) or that (2) claims involving supernatural phenomena are inherently beyond the scope of scientific investigation. The present paper…

The Impact of Science Education Games on Prescription Drug Abuse Attitudes among Teens: A Case Study

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Klisch, Yvonne; Bowling, Kristi G.; Miller, Leslie M.; Ramos, Miguel A.

2013-01-01

Two online science education games, in which players learn about the risks of prescription drug abuse in the context of investigating crimes, were evaluated to determine shifts of prescription drug abuse attitudes attributable to game exposure. High school students from grades 11 and 12 (n = 179) were assigned to one of the games and participated…

Accelerated Desensitization with Adaptive Attitudes and Test Gains with 5th Graders

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Miller, Melanie; Morton, Jerome; Driscoll, Richard; Davis, Kai A.

2006-01-01

The study evaluates an easily-administered test-anxiety reduction program. An entire fifth grade was screened, and 36 students identified as test-anxious were randomly assigned to an Intervention or a non-participant Control group. The intervention was an accelerated desensitization and adaptive attitudes (ADAA) treatment which involved…

Consumers’ Attitudes towards Green Food production in China: A test of the values-attitudes hierarchy