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1.
A questionnaire regarding attitudes toward science and scientific knowledge (Yager & Yager, 1985b) was administered to 143 intellectually gifted (IQ > 130) and intellectually average third-, seventh-, and eleventh-grade students. Measures of internal reliability on four attitude subscales and a content knowledge subscale are reported. Three-way ANOVAs comparing grade, sex, and ability revealed significant differences between average and gifted students in attitudes toward being a scientist, usefulness of science, and, as might be expected, in knowledge of science. Similarly, there were significant differences between grades on attitudes toward teachers and toward science classes, with the most favorable attitudes expressed in third grade, next most favorable in eleventh grade, and clearly more negative attitudes expressed by students in seventh grade. There also was a significant interaction between grade level and ability regarding attitudes toward science classes. In contrast to what might be expected from reported differences between males and females in attitudes toward science, gender as a separate variable did not have a significant main effect in any of the comparisons. 相似文献
2.
The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science. 相似文献
3.
Teresa Armbula Greenfield 《科学教学研究杂志》1996,33(8):901-933
Science achievement and attitudes were assessed for a series of students in Grades 3–12 representing the four major ethnic groups in Hawai'i (USA). It was found that more differences were accounted for by ethnicity and even grade than by gender; in addition, there was little interaction between ethnicity and gender. With respect to ethnicity, Caucasian and Japanese-American students outscored Hawaiians and Filipino Americans at all grade levels. Caucasians also expressed the most positive attitudes toward science and Japanese expressed the most positive perceptions of scientists; Hawaiians generally expressed the least positive perceptions. Younger students generally expressed more positive attitudes toward science but less positive perceptions of scientists compared to older students. Caucasians expressed the most positive perceptions of their own science ability and achievement. With respect to gender, there were no consistent differences in science achievement and very few in science attitudes and perceptions. The major differences were that males reported more experiences with physical science activities and also expressed a more male-stereotyped view of science than females, with some variation by ethnicity and grade. There were differences in enrollment in advanced science and mathematics classes in that females were more likely than males to enroll in many, but for both genders the major reason was college admission: Japanese students were most likely and Hawaiians least likely to indicate science interest as a reason. Findings are discussed within the context of cultural ecology and feminist social theory. © 1996 John Wiley & Sons, Inc. 相似文献
4.
A three‐phase study, with a different sample for each phase, involved a total of 1125 secondary school students in Indonesia. The first phase involving 373 grade 8 and 9 students was used to develop and validate an Indonesian classroom environment instrument with eight scales based on the Individualized Classroom Environment Questionnaire and the Classroom Environment Scale. In the second phase of the study, 502 Indonesian science students in grades 11 and 12 were involved in a translation, adaptation and validation of a four‐scale Indonesian version of the Test of Science‐Related Attitudes. In the third phase, these new Indonesian attitude and environment scales were used with another sample of 250 Indonesian biology students in an investigation of the effects of classroom psychosocial environment on students’ science‐related attitudes. The finding of statistically significant associations between environment and attitudes replicated much prior work in science classrooms in developed countries. For example, more favourable science‐related attitudes on several scales were found in classes perceived as having more personalization, participation, investigation and order and organization. 相似文献
5.
Technology has become affordable and available for science teachers of all grade levels. This study presents the results of collecting attitudinal data from over 240 ninth grade physical science students prior to the integration of technology into their science curriculum. The data were evaluated utilizing a probabilistic model, which corrects for the nonlinearity of rating scale responses. Results indicate that surveyed students, on average, were supportive of the integration of a wide range of technology into their classroom. Although students were generally positive, they were statistically more supportive of activities that involved the sending of electronic messages to other students when a comparison was made to their attitudes toward the collecting of data with computer probes. The results suggest that physical science teachers may want to initiate the integration of technology into classes by first requiring students to use electronic mail to share data collected without the aid of a computer. This activity could, in turn, be followed by labs that require the collecting of data with computer probes and subsequent sharing of that data with other students through electronic mail. 相似文献
6.
Sarah F. Davis Jennifer Cleveland McEntire James Sarakatsannis 《Journal of Food Science Education》2007,6(1):14-16
ABSTRACT: This "case study" details how food science was introduced into the classrooms of a typically underrepresented population. James Sarakatsannis, an 8th grade physical science teacher, was planning a unit that would use fast food to teach science to his classes, when he came across the Institute of Food Technologists (IFT) website and a wealth of information available to teachers. Along with the valuable materials James found on the website to teach food science, he also found the "Find a Food Scientist" tool and invited 3 local food scientists into his classroom at John Philip Sousa Middle School in the inner city of Washington, D.C., where many of his students represent a typically underrepresented population in the field of food science. Food was a common medium that all of his students were familiar with and had an interest in, and it turned out to be a great tool to discuss various physical science topics in the classroom. The local food scientist visits were an excellent supplement to the topics he was already covering with the students in class. Many students developed a greater interest in science in general after the unit on food science. The unit also may have planted the seed for an education or career in food science somewhere down the line for the 70 13- to 16-year-old students in James's 2 8th grade physical science classes. 相似文献
7.
Adedayo O. Olarewaju 《科学教学研究杂志》1988,25(4):283-291
The effect of instructional objectives on students' attitudes towards integrated science was investigated in this study. The sample consisted of 291 class one (seventh grade) students who were pretested before being exposed to the experimental situations. There were two experimental groups (objective and no objective) and a control group. A posttest was administered after the completion of the treatment. Results showed that the experimental groups had more favorable attitudes towards integrated science than the control group; the no objective group had better attitudes than the objective group. There was no significant effect due to the type of school or sex of the students. Implications for science teaching are considered. 相似文献
8.
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. 相似文献
9.
The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction
with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer
attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan
Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental
group and a control group. The pre-test results indicated that the students’ entry-level physics academic achievement, science
process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly
higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer
attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic
achievement and science process skills. 相似文献
10.
The purpose of this research was to investigate the impact of engineering design classroom activities on middle‐school students’ conceptions of heat transfer and thermal energy. One eighth‐grade physical science teacher and the students in three of her classes participated in this mixed‐methods investigation. One class served as the control receiving the teacher’s typical instruction. Students in a second class had the same learning objectives, but were taught science through an engineering design curriculum that included demonstrations targeting specific alternative conceptions about heat transfer and thermal energy. A third class also used the engineering design curriculum, but students experienced typical demonstrations instead of targeted ones. Conceptual understandings of heat transfer and thermal energy and attitudes towards engineering were assessed prior to and after the interventions through interviews, observations, artefact analysis, a multiple choice assessment, and a Likert scale assessment. Results indicated that the engineering design curriculum with targeted demonstrations was significantly more effective in eliciting desired conceptual change than the typical instruction and also significantly more effective than the engineering curriculum without targeted demonstrations. Implications from this study can inform how teachers should be prepared to use engineering design activities in science classrooms for conceptual change. 相似文献
11.
Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n?=?38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System? (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2?×?2?×?(2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains (F?=?160.2, p?<?0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes (F?=?14.3, p?<?0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science (F?=?7.5, p?<?0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum. 相似文献
12.
13.
Sophia Catsambis 《科学教学研究杂志》1995,32(3):243-257
This article examines gender differences in science achievements and attitudes during the middle grade, when our nation's scientific pipeline begins to emerge. It uses data from a large, nationally representative sample of eighth-grade students (NELS-88). The findings show that in these grades female students do not lag behind their male classmates in science achievements tests, grades, and course enrollments. Actually, some female students have higher probabilities of enrolling in high-ability classes than males. However, female students have less positive attitudes toward science, participate in fewer relevant extracurricular activities, and aspire less often to science careers than males. Students' science attitudes and career interests vary according to students' gender as well as their racial or ethnic background. These findings emphasize the need to further examine the interrelationships between gender and race or ethnicity in our efforts to understand the processes leading to women's limited participation in science-related careers. 相似文献
14.
The purpose of this study was to describe attitudes of first and second grade teachers in Benin, toward school science and
their instructional preferences (inquiry-based and traditional noninquiry-based instruction), and determine some factors that
could explain these attitudes and preferences. Three hundred (N=300) preparatory classroom teachers (first and second grades) were randomly selected and surveyed regarding their attitudes
and preferences. Data was gathered via the Revised Science Attitude Scale, the Science Teachers' Ideological Preference Scale,
and open-ended questions. The results indicated that first and second grade teachers have a low regard for school science
and low level of orientation toward both inquiry-based and traditional instruction. This means that these teachers rejected
traditional approaches of science teaching but at the same time did not accept inquiry teaching as a legitimate alternative.
Participants' low level of orientation towards inquiry-based instruction could be explained by three dimensions of attitude;
handling (handling of science equipment), time (time required to prepare and teach science), and need (the basic needs students
have for science). However, time and handling significantly contributed to their orientation towards traditional noninquiry-based
instruction. Four categories from the open-ended responses – perceived instructional practices, student-centeredness of the
curriculum, lack of materials and supplies, and training – were used to understand and further explain participants' attitudes
and instructional preferences. 相似文献
15.
Angela Shaw 《Research in Science & Technological Education》2013,31(2):239-240
This paper describes an investigation in Korea of the extent to which a new general science curriculum, reflecting a constructivist view, has influenced the classroom learning environment in grade 10 science. The Constructivist Learning Environment Survey (CLES) was selected for the investigation and translated into Korean. Other objectives of this study were to determine whether the Korean version of the CLES is valid and reliable, differences between students’ perceptions of their actual and preferred learning environment and associations between students’ perceptions of the constructivist learning environment and their attitude to science. The Korean‐language version of the CLES was found to be valid and reliable and grade 10 students did perceive a more constructivist learning environment than grade 11 students who had not been exposed to the new curriculum. This suggested that efforts of curriculum reform had produced some positive effects. Students tended to prefer a more positive environment than what was perceived to be present and statistically significant relationships were found between classroom environment and student attitudes. These relationships suggest that favourable student attitudes could be promoted in classes where students perceive more personal relevance, share control with their teachers and negotiate their learning. 相似文献
16.
Colin N. Power 《科学教学研究杂志》1973,10(4):331-339
In this study the possibility that variations in the nature and extent to which individual students interact with the teacher may, in fact, produce unintentional consequences is examined. A battery of tests measuring pupil cognitive, motivational, and personality characteristics was administered to 150 students in four classes prior to instruction. The nature and frequency of each student's interaction in a sample of five lessons was then determined. Canonical analysis was used to determine how these antecedent pupil characteristics and communication pattern variables were related to science achievement, attitudes towards science and socio-metric measures. Four independent relationships were found and appear to represent “syndromes” some of which lead to undesirable consequences if allowed to run their full course. 相似文献
17.
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 < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p ? 0.01) than males on three subscales: Attitude Toward Success in Science 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. 相似文献
18.
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. 相似文献
19.
S. Selcen Guzey Tamara J. Moore Michael Harwell Mario Moreno 《Journal of Science Education and Technology》2016,25(4):550-560
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. 相似文献
20.
This study was to determine whether cooperative small groups would stimulate creativity of fith and sixth grade students more than an individualized learning environment. Student aptitudes for creative and academic work were assessed on the Torrance Tests of Creative Thinking (Verbal Form A), analysis of student created electrical circuit diagrams, and a batteries and bulbs prediction test. A measure of student perceptions was also used to indicate any changes in attitudes toward the science activity and learning environment. A posttest control group design was used with 11 I fifth and sixth grade students. Half of the population worked by themselves, while the other half (experimental) worked in a student-structured environment on the same science activity which involved creating as many different types of electrical circuits from a given set of batteries and bulbs as possible. An overall conclusion is that fifth and sixth grade students working within small cooperative groups can be more creative as measured by a figural creativity test with electrical circuits than students working alone. The implication of this study is that small cooperative groups as well as individualized groups should be used in elementary science classes when creativity is one of the instructional objectives. 相似文献