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1.
Jeffry Mallow Helge Kastrup Fred B. Bryant Nelda Hislop Rachel Shefner Maria Udo 《Journal of Science Education and Technology》2010,19(4):356-369
We conducted interviews with eleven groups of Danish and American students. The interview topics included gender and national
components of science education, science anxiety, and attitudes toward science. The groups were science and nonscience students
at the upper secondary and university levels, and one group of American science teachers who were students in a science enrichment
program. The interviews revealed a variety of relationships between and among science attitudes, science anxiety, nationality,
gender, and course of study. We also probed student attitudes toward constructivist versus traditional views of science. 相似文献
2.
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
3.
Yu-Tzu Lin Chia-Hu Chang Huei-Tse Hou Ke-Chou Wu 《Interactive Learning Environments》2016,24(7):1552-1573
This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history. 相似文献
4.
The literature on students' attitudinal constructs in science education asserts that students hold dichotomous attitudes toward science (AS). For instance, studies from the Relevance of Science Education project reveal that students possess negative attitudes in terms of their favourableness toward school science, preference toward scientific careers, and emotional states toward science (negative intrinsic AS), despite their positive perception that science is important for society (positive extrinsic AS). The issue demands in‐depth examination, since not enough science educators have studied the effects of the dichotomous AS on science education. Rather, they have attempted to improve the uncategorised AS for stimulating student achievement in science education. Hence, the aim of this study is to clarify how the dichotomous attitude (intrinsic AS and extrinsic AS) relates to the two educational products in science: interest inventory and conceptual understanding. One hundred and sixteen physics learners in Japan were sampled for fitting the structural equation model in this study. Our final model validated by LISREL suggests that intrinsic AS exclusively stimulate students' interest and conceptual understanding in physics, while extrinsic AS fail to play their expected role. Finally, features of the sampled 10th‐graders and their dichotomous AS are further interpreted with the prevalent concept of the hidden curriculum. 相似文献
5.
The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology to create an advantageous learning experience in science classrooms. To understand preservice teachers’ conceptions of technology integration, this research study explored 15 elementary science methods students’ definitions of technology and their attitudes toward incorporating technology into their teaching. The phenomenological study took place in a science methods course that was based on a constructivist approach to teaching and learning science through science activities and class discussions, with an emphasis on a teacher beliefs framework. Data were collected throughout the semester, including an open-ended pre/post-technology integration survey, lesson plans, and reflections on activities conducted throughout the course. Through a qualitative analysis, we identified improvements in students’ technology definitions, increased technology incorporation into science lesson plans, and favorable attitudes toward technology integration in science teaching after instruction. This research project demonstrates that positive changes in beliefs and behaviors relating to technology integration in science instruction among preservice teachers are possible through explicit instruction. 相似文献
6.
7.
The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre–post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater general confidence in their abilities. Implications for science enrichment programs and their evaluation are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1065–1088, 2001 相似文献
8.
Molly Weinburgh 《科学教学研究杂志》1995,32(4):387-398
A meta-analysis covering the literature between 1970 and 1991 was conducted using an approach similar to that suggested by Glass, McGaw, and Smith (1981) and Hedges, Shymansky, and Woodworth (1989). This analysis examined gender differences in student attitudes toward science, and correlations between attitudes toward science and achievement in science. Thirty-one effect sizes and seven correlations representing the testing of 6,753 subjects were found in 18 studies. The mean of the unweighted effect sizes was .20 (SD = .50) and the mean of the weighted effect size was .16 (SD = .50), indicating that boys have more positive attitudes toward science than girls. The mean correlation between attitude and achievement was .50 for boys and .55 for girls, suggesting that the correlations are comparable. Results of the analysis of gender differences in attitude as a function of science type indicate that boys show a more positive attitude toward science than girls in all types of science. The correlation between attitude and achievement for boys and girls as a function of science type indicates that for biology and physics the correlation is positive for both, but stronger for girls than for boys. Gender differences and correlations between attitude and achievement by gender as a function of publication date show no pattern. The results for the analysis of gender differences as a function of the selectivity of the sample indicate that general level students reflect a greater positive attitude for boys, whereas the high-performance students indicate a greater positive attitude for girls. The correlation between attitude and achievement as a function of selectivity indicates that in all cases a positive attitude results in higher achievement. This is particularly true for low-performance girls. The implications of these finding are discussed and further research suggested. 相似文献
9.
Hanna Kim 《Journal of Science Education and Technology》2016,25(2):174-186
This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students’ interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students’ pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students’ attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants’ positive attitudes toward science, science-related careers, and content knowledge of selected science concepts. 相似文献
10.
Pey-Tee Oon 《International Journal of Science Education》2013,35(1):86-118
Asian students often perform well in international science and mathematics assessments. Their attitude toward technical subjects, such as physics, remains curious for many. The present study examines Singapore school students' views on various aspects of physics according to whether they intend to choose physics as an advanced field of study. A sample of 1076 physics students, from 16 secondary schools and junior colleges, participated in this study. The students were categorized as physics choosers or non-choosers according to their indicated intention, as sought in the survey, to study or not to study physics as a major subject at university after their leaving level examinations. Rasch-anchored analysis was employed to interpret the results; the use of Rasch analysis has helped to overcome significantly the psychometric limitations inherent in the treatment of Likert scale type of data using traditional analysis. As expected, the image of physics as a difficult subject surfaced in the samples used in our study. The students recognized unequivocally the utilitarian value of physics: physics is said to enhance career options and is necessary for technological progress to occur in a country. They also showed high interest in school physics—this is so even for students who are not keen to study physics in the future, a finding which is at variance with other studies reported from Western countries. School physics is seen to be relevant, and physics teachers are viewed as being able to foster students' interest in physics. Laboratory work, enrichment activities, and physics textbooks were reported to be important in order to encourage students to like physics. Though the physics choosers showed greater intention in physics, they were generally not inclined to pursue physics-related careers after graduation. Parents and peers at school, on the other hand, are perceived to display unenthusiastic attitudes toward physics. Possible reasons for these are discussed along with the implications of the study. 相似文献
11.
In 1983, the Richardson Independent School District conducted an internal audit to assess the status of science education. The audit was in anticipation of Texas Administrative Code Chapter 75 which requires an inquiry-oriented, process-approach to the teaching of science. In response to the data, and to national reports advocating a broadening of the science education curriculum to address the needs of all students, the district established a committee to implement and evaluate their new K-6 SCIENCE THROUGH DISCOVERY curriculum. The Science Curriculum Improvement Study (SCIIS) was adopted as the focal component of the overall curriculum with subsequent, planned innovations to occur in accordance with the Concerns-Based Adoption Model. The purpose of this study was to assess the attitudes toward science of students who had completed one year of SCIIS compared to students in non-SCIIS classes. In addition, the attitudes of teachers who received inservice education and who had instructed SCIIS were compared to non-SCIIS teachers. While SCIIS and non-SCIIS teachers possess similar perceptions of science, drastic attitudinal differences were observed between SCIIS and non-SCIIS students. The results indicate that the nature of the curriculum, in conjunction with the necessary implementation support including inservice education, greatly enhances students perceptions of science. 相似文献
12.
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
13.
Kathryn Scantlebury Dale Baker Ayumi Sugi Atsushi Yoshida Sibel Uysal 《International Journal of Science and Mathematics Education》2007,5(3):415-438
This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered
stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data
on attitudes toward science and the perceptions of gender issues in science education, academic major and career choice were
collected from 175 university students (124 female, 51 male). Students responded to a Likert scale that included the option
“I don't understand the question”. All respondents took advantage of the option for items related to gender issues. On some
items up to 67% of the males responded that they did not understand the question. Females in science choosing this option
did not exceed 19%. In Japan, gender is an invisible, pervasive construct that impacts females' participation in science and
science education. In other ways, attitudes toward science among Japanese students mirrored those found in the United States
and in other countries. Respondents held the most favorable views of science when they were in elementary school and females
preferred biology while males preferred the physical sciences. The exception to the Western pattern of liking science and
science teachers is that male non-science majors rather than female non-science majors reported poor academic performance
in elementary school, declining attitudes in middle school, and they held the most negative attitudes toward their science
teacher and science subjects. 相似文献
14.
Dongmei Zhang 《International Journal of Science Education》2013,35(15):2555-2576
Problem-solving has been one of the major strands in science education research. But much of the problem-solving research has been conducted on discipline-based contexts; little research has been done on how students, especially individuals, solve interdisciplinary problems. To understand how individuals reason about interdisciplinary problems, we conducted an interview study with 16 graduate students coming from a variety of disciplinary backgrounds. During the interviews, we asked participants to solve two interdisciplinary science problems on the topic of osmosis. We investigated participants’ problem reasoning processes and probed in their attitudes toward general interdisciplinary approach and specific interdisciplinary problems. Through a careful inductive content analysis of their responses, we studied how disciplinary, cognitive, and affective factors influenced their interdisciplinary problems-solving. We found that participants’ prior discipline-based science learning experiences had both positive and negative influences on their interdisciplinary problem-solving. These influences were embodied in their conceptualization of the interdisciplinary problems, the strategies they used to integrate different disciplinary knowledge, and the attitudes they had toward interdisciplinary approach in general and specific interdisciplinary problems. This study sheds light on interdisciplinary science education by revealing the complex relationship between disciplinary learning and interdisciplinary problem-solving. 相似文献
15.
Grade 10 students' perceptions of classroom practices and activities, as well as their attitudes toward science teaching and school science, were assessed in the Westend School District (pseudonym) in British Columbia, using both quantitative (statistics of Likert-type scales) and qualitative (critical interpretive analysis of interview data) methods. The major findings of the study were that students do not appreciate the most prevailing contemporary practices in science classes, perceived by them as mainly the copying of the teacher's notes, and that they prefer science teaching and learning in which they take an active and responsible part. Additionally, teaching style appears to be the major determinant of high school students' attitudes toward science and science teaching. No change in students' perceptions of and attitudes toward science teaching and school science (in 1989 compared with 1986) could be detected in spite of the impact made by the recently advocated constructivist and science-technology-society (STS) approaches on science curriculum and science education. It is argued, therefore, that more emphasis must be placed on the science teachers' role and their teaching style if an educational change in the constructivist/STS direction is to be achieved. 相似文献
16.
Joan Parker 《Assessment & Evaluation in Higher Education》1997,22(1):17-31
This 3‐year evaluation study explores the development of trainee primary teachers’ attitudes toward the teaching and learning of science during the early stages of their professional education. We demonstrate that science is, for many students, a potentially problematic area of the curriculum in which their past learning experiences are particularly prominent in the development of negative attitudes and feelings of apprehension towards the subject. Through a combination of questionnaire data and reflective writing, origins of attitude development and the impact of both course provision and teaching practice are explored at depth. A dichotomy between student expectation and experience of science teaching is demonstrated and the implications of this are examined with respect to the nature of teacher education, course provision and primary partnership initiatives currently being developed between higher education and primary schools. 相似文献
17.
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
18.
Unlike many other countries, physics is highly popular in secondary education in Scotland, with large numbers opting for study at the Higher Grade on which entry to higher education is based. This paper reports a project that explored the attitudes and perceptions of Scottish girls and boys towards physics over the age range of 10-18 years old. Towards the end of primary school, attitudes towards science are very positive and both boys and girls are looking forward to studying more science in secondary school, although there is no evidence that the introduction of primary science has been a factor. By the end of the second year of secondary school, these positive attitudes have declined quite markedly and a significant decline of girls' attitudes towards science relative to boys' attitudes was clearly observed. The success of the Standard Grade physics course (a 2-year course taken in third and fourth year, ages 14-16 approximately) is easy to observe in terms of the restoration of positive attitudes of boys and girls again as the pupils move through third and fourth year. This process is especially clearly marked among girls. Surprisingly, over 90 per cent of the observed fourth year pupils wanted to continue studies in physics but a marked decline in attitude is observed during the Higher Grade course (a 1-year course which follows Standard Grade), this being more marked for boys. If the number of girls in physics is an issue for concern within the structure of Scottish system, then the focus of attention should be the structure and nature of the science course in the early secondary school. 相似文献
19.
Many tertiary institutions in South Africa have implemented schemes to help redress the unfair school educational system.
This paper describes one such initiative to increase access and success of educationally disadvantaged students in science.
The background of the College of Science and the success of its first intake of students is described with an emphasis on
the physics component of the physical sciences course. Sixty six percent of the students passed all three courses in their
first year with the most educationally disadvantaged showing the greatest gains.
Specializations: physics education, language and communication. in science.
Specializations: meta-cognition and conceptual development in physics, qualitative research in physics education. 相似文献
20.
Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively.Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used.Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used.Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics.Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. 相似文献