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1.
ABSTRACT This study aims to examine the general and sport-specific attitudes of elementary school students towards including students with disabilities in physical education and identifying student-related variables that determine such attitudes. A total of 872 students ranged from eight to 13 years old (461 boys and 411 girls) from six elementary schools in Shanghai participated in the study. The Children’s Attitudes towards Integrated Physical Education – Revised Scale (CAIPE-R) was utilized to measure students’ general and sport-specific attitudes. The Chinese students showed unfavourable general and sport-specific attitudes towards PE inclusion. Several student-related variables, such as being female and having a student with disabilities in PE classes, were positively associated with the general attitude of students, whereas being competitive was negatively related to the general attitude. These variables explained 13.2% of attitude variance. Being female, having a student with disabilities in regular classes, and having a student with disabilities in PE classes were positively related to the sport-specific attitude of students and explained 4.7% of attitude variance. The study has important implication for PE teaching, such as providing inclusive cooperative PE settings and opportunities of positive interaction for students with and without disabilities. 相似文献
2.
The aim of the three different studies presented was the development and evaluation of the Differentiated Attitudes Towards Inclusion Scale as a valid, reliable and economic instrument for the measurement of teachers’ attitudes towards the inclusion of students with certain special educational needs (SEN). In a sample of student teachers, exploratory factor analyses on the versions of the questionnaire with focus on Learning Disabilities (LD) and Emotional and Behavioural Disturbances (EBD), respectively, indicated four first-order factors. These factors represent attitudes concerning the social and academic impact of inclusive education on students with and without SEN. They can be combined in a higher-order model with one general second order factor. Using confirmatory factor analyses, this factorial structure was replicated in another student teacher sample and in a sample of primary and secondary school teachers. Furthermore, attitudes towards the inclusion of students with EBD were significantly more negative than those towards the inclusion of students with LD. The findings emphasise the need to distinguish between certain SEN when measuring teachers’ attitudes towards inclusion. Potential applications of the new measure are discussed. 相似文献
3.
An investigation of relationships between students’ attitudes towards chemistry and their perceived laboratory environments was carried out using a sample of 1592 final year secondary school students in 56 chemistry classes in 28 randomly selected co‐educational government schools. This study is distinctive in that it marks the beginning of science classroom environment research in Singapore and because it pioneers the use of the Hierarchical Linear Model (HLM) in learning environment research. The Chemistry Laboratory Environment Inventory (CLEI), a modified version of the Science Laboratory Environment Inventory, was used to assess students’ perceptions of the learning environment in chemistry laboratory classes. Students’ chemistry‐related attitudes were assessed using the Questionnaire on Chemistry‐related Attitudes (QOCRA), which is based on the Test of Science‐related Attitudes. Environment‐attitude relationships were examined using conventional multiple regression analysis and the more rigorous HLM. Positive associations emerged between the nature of the chemistry laboratory classroom environment and the students’ attitudinal outcomes 相似文献
4.
Krystallia Halkia Dimitris Mantzouridis 《International Journal of Science Education》2013,35(12):1395-1411
The present research was designed to investigate the reaction of secondary school students to the communication code that the press uses in science articles: it attempts to trace which communication techniques can be of potential use in science education. The sample of the research consists of 351 secondary school students. The research instrument is a questionnaire, which attempts to trace students’ preferences regarding newspaper science articles, to explore students’ attitudes towards the science articles published in the press and to investigate students’ reactions towards four newspaper science articles. These articles deal with different aspects of science and reflect different communication strategies. The results of the research reveal that secondary school students view the communication codes used in press science articles as being more interesting and comprehensible than those of their science textbooks. Predominantly, they do not select science articles that present their data in a scientific way (diagrams and abstract graphs). On the contrary, they do select science articles and passages in them, which use an emotional/‘poetic’ language with a lot of metaphors and analogies to introduce complex science concepts. It also seems that the narrative elements found in popularized science articles attract students’ interest and motivate them towards further reading. 相似文献
5.
Modern biotechnology will have a large impact on society and requires informed decision‐making and critical attitudes toward biotechnology among the public. This study aims to explore these attitudes in secondary education. For this purpose, a questionnaire was constructed according to the general tripartite theory of attitudes. A total of 574 Dutch secondary school students completed the questionnaire. Based on principal component analyses, several distinct and independent cognitive, affective, and behavioural factors were found, demonstrating that attitudes towards biotechnology are a multi‐component concept. In a cluster analysis on these factors, we found four interpretable clusters representing different groups of students. The four groups are labelled “confident supporter” (22%), “not sure” (42%), “concerned sceptic” (18%), and “not for me” (17%). These results indicate that there is a diverse appraisal of modern biotechnology among secondary school students. Suggestions for educational interventions are made. 相似文献
6.
Recent research on attitudes towards inclusion uses almost exclusively explicit measures such as questionnaires. Unfortunately, explicit attitude measures are biased by social desirability, particularly when the attitude object is ‘sensible’, as with inclusive education. Implicit attitude measures are less prone to social desirability, but research on implicit attitudes towards inclusive education is scarce. Thus, we introduce a new attitude measure based on the Single-Target Implicit Association Test (ST-IAT). In our study, 163 teacher students took the new implicit attitude test and completed questionnaires on their explicit attitudes towards inclusive education and persons with disabilities and a comprehensive scale on socially desirable responding. The results support the psychometric quality of our ‘Inclusion ST-IAT’. The implicit and explicit attitude measures are correlated but empirically distinct. Furthermore, the social desirability scores were associated with explicit but not with implicit attitudes towards inclusion, i.e. our measure of attitudes towards inclusion (a sensible topic) was not biased by social desirability. We propose that implicit measures should be used to reduce the influence of social desirability in inclusive education research. To encourage replications, we outline important research questions and provide the source code of our ST-IAT, which is open and free to use. 相似文献
7.
This study investigated girls’ attitudes towards science in Kenya. It was carried out with 120 girls from four secondary schools in the Eastern province of Kenya. These were an urban single-sex (SS) and co-educational (Co-Ed) school and a rural SS and Co-Ed school. Different schools were chosen in order to explore whether there are any differences in attitudes in SS and Co-Ed schools and in schools in rural and urban areas. The methodology included the use of both questionnaires and focus group interviews. The main aim was to gain insight into the extent and depth of students’ attitudes towards science. The findings of the study showed that the majority of Kenyan girls who participated in the study have a favourable attitude towards science. Girls in SS schools were found to have a more favourable attitude than those in Co-Ed schools, while girls in rural area schools were found to find science more relevant than those in urban schools. It emerged from this study that the attitudes of Kenyan girls are influenced by their perceptions of the relevance of science, enjoyment of studying science, perceptions of the suitability of science for a career, and their perceptions of subject difficulty. 相似文献
8.
本文通过对青海565名藏族大中学生文化习性的问卷调查及其分析研究,得出结论认为藏族大学生比中学生有更强的文化习性认同;藏族女性存在更强烈的民族语言认同;城镇藏族青年的主流文化态度和民族语言认同明显高于牧区青年;文科生对本民族的宗教、风俗、语言等方面具有更强的认同感,而对主流文化则较理科生排斥;父亲文化程度与子女文化习性获得方面存在正相关。 相似文献
9.
Audrey Addi-Raccah 《British Educational Research Journal》2019,45(5):938-960
Private tutoring (PT) is a widespread educational phenomenon that blurs the conceptual boundaries of public and private education and can affect the formal school system and teachers’ work. This study examined whether participation in PT and the estimation of private tutors’ contributions are related to pupils’ attitudes towards teachers’ effectiveness. Based on a questionnaire administered to all pupils (n = 855) from Grades 7 to 10 from one secondary school located in an affluent area at the centre of Israel (respondence rate, 83.2%), it was found that overall, there were few differences in students’ attitudes between participants in PT compared to those who did not participate in PT. However, among those who participate in PT, their attitudes towards school teachers are related to the distinction between the academic and social-affective contribution of private tutors. When PT is related to academic spheres, it enhances positive attitudes towards school teachers and when PT is related to socio-affective aspects, it increases criticism. The findings highlight the complex interactions of PT with mainstream education and emphasise the challenges school teachers face in view of the trend for more personalised learning approaches. 相似文献
10.
Tanja Klop Sabine E. Severiens Marie‐Christine P. J. Knippels Marc H. W. van Mil Geert T. M. Ten Dam 《International Journal of Science Education》2013,35(9):1127-1150
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 module would help students become more articulate in this particular field. In a quasi‐experimental design (experimental‐, control groups, and pre‐ and post‐tests), secondary school students’ attitudes (N = 365) towards modern biotechnology were measured by a questionnaire. Data were analysed using Chi‐square tests. Significant differences were obtained between the control and experimental conditions. Results showed that the science module had a significant effect on attitudes, although predominantly towards a more supportive and not towards a more critical stance. It is discussed that offering a science module of this kind can indeed encourage students to become more aware of modern biotechnology, although promoting a more critical attitude towards modern biotechnology should receive more attention. 相似文献
11.
Sibel Telli 《Teachers and Teaching》2016,22(6):729-744
Many researchers have pointed out that teachers’ interpersonal behaviour relates to students’ positive attitudes towards schooling. However, only few studies have examined whether students’ perceptions of their teachers’ interpersonal behaviour relates to students’ subject-related attitudes across different school subjects. In this study, it was investigated to what extent the interpersonal behaviours of secondary school teachers are perceived differently by the students as a function of the school subject being taught and whether such perceptions coincide with students’ attitudes towards the subject matter, after controlling for students’ achievement. To address these research questions, 2305 adolescent students (47.1% males; Mage = 17.85; SD = 1.09) from grades 9 to 11 and their teachers (N = 42; 38.1% males; mean years of teaching = 14.2; SD = 1.25) from one urban high school in Turkey were surveyed. The students completed the Questionnaire on Teacher Interaction and attitude questions. Multilevel data analysis showed that Control related to positive attitudes among students in classes grouped under the science, and literature and language domains, but not in classes grouped under the arts and sports domain. Perceived Affiliation, on the other hand, was positively associated with all the four subject domains (science, social sciences, literature and language, and arts and sports). These results show the importance of taking a multidisciplinary perspective in in-service training programmes for secondary school science teachers as they emphasise the differential roles that control as an interpersonal behavioural style may play on students’ attitudes in certain subject matters. 相似文献
12.
Pavol Prokop Andrea Tolarovičová Anne M. Camerik Viera Peterková 《International Journal of Science Education》2013,35(12):1665-1688
Spiders are traditionally considered to be among the least popular of animals. Current evidence suggests that a negative attitude towards spiders could be influenced by both cultural and evolutionary pressures. Some researchers suggest that science education activities could positively influence students’ perceptions of spiders. Their evidence is, however, ambivalent. Using a five‐point score Likert‐type questionnaire in which the items were developed in a similar way to four of Kellert’s categories of attitude (scientistic, negativistic, naturalistic, and ecologistic) towards invertebrates, we compared the level of knowledge of and attitudes towards spiders of high school students from two countries, Slovakia (n = 354) and South Africa (n = 382). The students represented different cultures and followed dissimilar science education curricula. Only among the Slovakian students there was a statistically significant but low correlation between knowledge and attitude (r = 0.30). The South African students scored higher in the categories of scientistic, naturalistic, and ecologistic attitudes. Comparison of attitude towards spiders of indigenous Africans from coeducational Catholic schools revealed that South African students have greater fear of spiders than Slovakian students, supporting the biological preparedness hypothesis. This hypothesis predicts a greater fear of spiders in South Africa than in Europe since several South African spiders possess venoms that are dangerous to humans. The results of this study are discussed from science education, cultural, and evolutionary perspectives. 相似文献
13.
Attitudes towards inclusive education have a crucial place in the effective implementation of inclusion practices. The aim of this study was to explore teachers’ attitudes towards inclusive education in preschool education in Portugal and to identify teachers’ personal and professional variables that influence these attitudes. The data were collected from a sample composed of 68 preschool teachers working in mainstream schools located in urban and rural areas. The results indicated overall positive attitudes towards inclusion. Having previous personal contact with a person with special educational needs predicted more positive affective attitudes, whereas having previous experience teaching classes that included students with and without special educational needs predicted less positive behavioural intentions. From these results, we infer an emergent need for continuous training and for the promotion of positive attitudes among preschool teachers to achieve the successful implementation of inclusion at this educational level. 相似文献
14.
Recent debates about “Britishness” have drawn increasing attention to the inculcation of national values within the school history curriculum. To date, however, few studies have explored young people’s attitudes towards history or how these are related to their sources of national pride and shame. This paper draws on a survey of over 400 undergraduates’ experiences of secondary education, investigating their attitudes towards the history curriculum and how these relate to their feelings of national pride. Using principal components analysis we found that students’ attitudes towards history loaded on to two distinct factors: traditional/conservative and multicultural/liberal. Bivariate correlations then revealed that pride in national sporting and economic achievements and a sense of shame about immigration were positively associated with a traditional attitude towards history. Pride in British civil liberties and social diversity and a sense of shame about racism and UK foreign policy were associated with a multicultural attitude. Theoretical and practical implications of these findings are discussed. 相似文献
15.
Ilias Vasileiadis Spyros Koutras Petros Stagiopoulos 《Journal of Research in Special Educational Needs》2021,21(1):49-62
Students’ attitudes towards peers with intellectual disabilities are mostly negative, and negative attitudes appear more among secondary education students than any other age group. Social coexistence programmes are intervention programmes implemented by school psychologists to manage and change negative attitudes and enforce social interaction with students with disabilities. The research sample consisted of 193 public high school students in Greece who were given the Chedoke–McMaster Attitudes Toward Children with Handicaps (CATCH) Scale. The study aimed to explore whether there is a change in the attitudes of high school students towards peers with intellectual disabilities after participation in a social coexistence programme. The findings showed that students who participated in the programme had more positive attitudes towards people with intellectual disabilities after the completion of the programme. The above findings confirm the research on the possibility of changing attitudes of secondary school students towards peers with disabilities and reinforce the need for the systematic development of social coexistence programmes for the entire student population. Future research should focus on the benefits of students with disabilities from their participation in social coexistence programmes. 相似文献
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17.
In this study, we describe the development of measures used to examine pupils’ attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science, science outside of school, importance of science, self‐concept in science, and future participation in science. In developing these measures, criticisms of previous attitude studies in science education were noted. In particular, care was taken over the definition of each of the attitude constructs, and also ensuring that each of the constructs was unidimensional. Following an initial piloting process, pupils aged 11–14 from five secondary schools throughout England completed questionnaires containing the attitude measures. These questionnaires were completed twice by pupils in these schools, with a gap of four weeks between the first and second measurements. Altogether, 932 pupils completed the first questionnaire and 668 pupils completed the second one. Factor analysis carried out on the resulting data confirmed the unidimensionality of the separate attitude constructs. Also, it was found that three of the constructs—learning science in school, science outside of school, and future participation in science—loaded on one general attitude towards science factor. Further analysis showed that all the measures showed high internal reliability (Cronbach’s α > 0.7). A particular strength of the approach used in this study was that it allowed for attitude measures to be built up step‐by‐step, therefore allowing for the future consideration of other relevant constructs. 相似文献
18.
The purpose of this study is to validate a multidimensional measure assessing attitudes toward education for older adults. As the elderly population and the demands of education among older adults have increased, the engagement of social workers in educational settings for older adults has also increased. Therefore, assessing social workers’ attitudes toward education for older adults is critical to better understand the appropriate circumstances for successfully providing and expanding educational programs for older adults. Using a sample of 227 social work students, a multidimensional scale consisting of 38 items was developed by focusing on the three subconstructs of attitudes: cognition, emotion, and behavior. Across various statistical analyses such as the examination of coefficient α and the confirmatory factor analysis (CFA), this scale consistently demonstrated strong reliability and validity. This new reliable and valid scale may contribute to the quality of educational programs for older adults by providing for social workers and other helping professionals with an opportunity to examine their attitudes toward educational services for older adults. 相似文献
19.
Hui Min Low Lay Wah Lee Aznan Che Ahmad 《International Journal of Inclusive Education》2018,22(3):235-251
In this study, the pre-service teachers’ attitudes towards the educational inclusion for students with Autism Spectrum Disorder (ASD) were investigated to identify their attitudinal patterns and predictors. An attitudinal survey was conducted with 264 pre-service teachers in a teacher training programme in Malaysia. The study involved 151 special education pre-service teachers and 181 pre-service teachers in Special Education, Sciences, and in English teacher training programmes, in order to identify the effects of teaching specialisations and societal attitude on their inclusive education attitudinal measures. The findings revealed that the special education pre-service teachers were less in favour of the total inclusion of students with ASD in the mainstream, when compared with the non-special education pre-service teachers. The findings also revealed the combined effects of societal attitude and a categorical teacher training model in shaping the pre-service teachers’ attitudes towards inclusive education for the students with ASD in Malaysia. Such combined effects offered a perspective to explain the delay in the implementation of inclusive education, and also the prospect of its future development in the Southeast Asian region. 相似文献
20.
Daniel P. Banu 《Research in Science & Technological Education》2013,31(2):195-202
Four hundred and fifty‐one students' attitudes towards science were investigated. Two types of instruments (questionnaire and Attitude Scale) were used to collect the data. The results show that the students in general hold a favourable attitude towards science; male students have more positive attitude towards science than female students; the type of school (science‐school, single‐sex school or general secondary school) attended have an effect on the students' attitudes to science. The low enrollment in science is not due to the lack of interest or negative attitudes to the subject but may be due to some other variables that need to be investigated. 相似文献