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1.
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
2.
Ying-Yan Lu Hsiang-Ting Chen Larry D. Yore 《International Journal of Science Education》2016,38(13):2174-2196
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. 相似文献
3.
Measuring Change in Students' Attitudes Toward Science Over Time: An Application of Latent Variable Growth Modeling 总被引：3，自引：1，他引：2
The purpose of this paper is to show how latent variable growth modeling can be utilized to examine change in students' attitudes toward science over the middle and high school years using data from the Longitudinal Study of American Youth (Miller, Hoffer, Suchner, Brown, & Nelson, 1992).The results of the present study show that students' attitudes toward science generally decline over the middle and high school years. Science self-concept was found to be the strongest predictor of attitudes toward science. Teacher encouragement of science and peer attitudes are also significant predictors of students' attitudes. The effect of the parent variable was found to be quite small and statistically nonsignificant, with the exception of the seventh grade. Boys were found to have higher initial status on attitudes toward science and their attitudes dropped faster than girls. Also it was found that students in metropolitan and rural schools have less positive attitudes toward science in the seventh grade compared to students in suburban schools. Latent variable growth modeling allows one to examine change in attitudes and also examine the effects of time-varying and time-invariant predictors. Substantive and methodological implications of this technique are also discussed. 相似文献
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5.
In order to change the attitude of early adolescent female and male students toward scientists and women in science, students in the middle school/junior high grades were exposed over a two months' period to women science career role models as part of their science instruction. This treatment positively affected the students' attitude toward scientists and toward women in science. It is suggested that teachers of science in the middle school/junior high should periodically bring community resource people who use science in their careers to the classroom to act as role models and that women should be included among this group so that the attitudes of both male and female students toward scientists and women in science might be improved. 相似文献
6.
Reuven Lazarowitz Technion Haifa Jehuda Huppert 《International Journal of Science Education》2013,35(1):67-77
The learning unit, ‘The Cell’, was implemented in a ninth grade junior high school biology course using an individualized audio‐tutorial (IAT) method of instruction. Students’ learning environment their attitudes toward the method and toward science and the understanding of the process of science were investigated. The sample consisted of 105 students in the experimental group and 65 in the control group which was instructed in a traditional lecture‐laboratory method. Data were treated by analysis of covariance and the t‐test results indicate that aspects of the learning environment, such as cooperation and cohesiveness did not diminish in the IAT group, and that factors such as cliqueness, favouritism and competition did not increase. While students expressed favourable attitudes toward some aspects of the IAT method (performing experiments individually, development of independent thinking, self‐examination, rate of learning and self‐achievement), no changes occurred in their attitudes toward science and their understanding the processes of science as a result of being instructed in an IAT setting. Regarding differences between girls and boys, girls expressed more favourable attitudes than boys toward the individualized aspects of the IAT method. 相似文献
7.
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
8.
Zuway-R. Hong Huann-shyang Lin Hsin-Hui Wang Hsiang-Ting Chen Kuay-Keng Yang 《International Journal of Science Education》2013,35(10):1625-1648
This study investigated the effects of a science and society intervention on elementary school students’ argumentation skills and their attitudes toward science. One hundred and eleven fifth grade students volunteered as an experimental group to join a 12-week intervention; another 107 sixth grade students volunteered to be the comparison group. All participants completed the Student Questionnaire at the beginning and end of this study. Observation and interview results were used to triangulate and consolidate the quantitative findings. The data showed that after the intervention, the quality of the experimental group students’ arguments and their attitudes toward science were significantly higher than their comparison group counterparts. In addition, the experimental group boys made significantly greater progress in the quality of their argumentation from the pretest to posttest than the girls; and low achievers made the most significant progress in their attitudes toward science and quality of argumentation. Interviews and observations indicated that their understandings of explanation and argumentation changed over the intervention. This indicated that a science and society intervention can enhance both the ability of students to develop strong arguments and their attitudes toward science. 相似文献
9.
Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students’ literacy in science. This survey study examined the extent to which science teachers report implementing science literacy practices from the Common Core Literacy in Science and Technical Subjects and the Next Generation Science Standards with their students. A survey detailing these practices was emailed to all secondary science teachers (N = 2519) in one northeastern state and 14% of them (n = 343) responded. Practices that aligned more closely with disciplinary literacy skills and strategies were implemented more often when compared to the practices aligned with intermediate literacy skills and strategies. Since the development and intermediate skills are important to support students’ literacy progression from foundational to disciplinary, secondary science teachers may not be providing enough support for their students to be competently literate in science, in a fundamental literacy sense. This, in turn, impacts students’ ability to use fundamental literacy skills toward knowledge-building in science, achieving a derived sense of science literacy. 相似文献
10.
Linda Sprague Martinez Edmond Bowers Amanda J. Reich Uchenna J. Ndulue Albert An Le Flavia C. Peréa 《International Journal of Science Education》2016,38(4):688-699
Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to supplementary science programming, and fewer opportunities to engage in inquiry-based education. This paper describes outcomes associated with an inquiry-based out-of-school time science education program, Nuestro Futuro: Applied Science Education to Engage Black and Latino Youth (NFASE), which sought to build the capacity of middle school students of color to ‘think’ like health scientists from diverse disciplinary perspectives. The program was designed with the intent of (1) improving student attitudes toward and motivation for science and (2) increasing active and engaged citizenship (AEC). NFASE students explored health inequity and the social determinants of health locally and engaged in developing health promotion, outreach and education efforts targeted to their peers, parents/families, and community. Interest in the program was high overall, but implementation was not without challenges. Although evaluation outcomes indicate that there were no statistically significant changes in science-related attitudes or motivation, students reported significant increases in neighborhood social connection, as well as overall AEC. 相似文献
11.
This study provides a test of a theory which suggests that student perceptions of their classroom environment affect their attitudes toward science. Using the statistical technique of cluster analysis, 27 high school science classes were divided into three distinct clusters which were most distinguishable by the amount of involvement, affiliation with students, teacher support, order and organizations, and innovative teaching strategies. One of the clusters provided a classroom environment which was significantly different from the other two and the students in that environment had more positive attitudes toward science. The dimensions of the classroom environment which make a difference are those which teachers may develop and change in order to enhance the science attitudes and, possibly, the science achievement of their students. 相似文献
12.
Anita M. Preininger 《Journal of Science Education and Technology》2017,26(1):58-69
There are many factors that shape students’ attitudes toward science, technology, engineering and mathematics. This exploratory study of high school students examined the effect of enriching chemistry with math on chemistry students’ attitudes toward math and careers involving math. To measure student attitudes, a survey was administered before and after the 18-week chemistry class; results from the chemistry class were compared to survey results from students in an elective science class that did not emphasize mathematics. At the end of the 18-week period, only the chemistry students exhibited more positive views toward their abilities in mathematics and careers that involve mathematics, as compared to their views at the outset of the course. To ensure that chemistry mastery was not hindered by the additional emphasis on math, and that mastery on state end-of-course examinations reflected knowledge acquired during the math-intensive chemistry class, a chemistry progress test was administered at the start and end of the term. This exploratory study suggests that emphasizing mathematical approaches in chemistry may positively influence attitudes toward math in general, as well as foster mastery of chemistry content. 相似文献
13.
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
14.
Carol Wareing 《科学教学研究杂志》1990,27(4):371-385
Relationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self-reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence between report card grades, degree of structure, degree of stress, gender, degree of rewards, number of tests, and students' attitudes toward science. 相似文献
15.
Janette McDougall David J. DeWit Gillian King Linda T. Miller Steve Killip 《International Journal of Disability, Development & Education》2004,51(3):287-313
Negative peer attitudes are generally recognised as being a major barrier to full social inclusion at school for children and youth with disabilities. The present study examined the attitudes of 1,872 grade nine high school students in Ontario, Canada toward their peers with disabilities. A bioecological perspective and a structural equation modeling approach were adopted to investigate how various aspects of school culture and student interpersonal factors influenced attitudes. The majority of students (61%) held attitudes toward peers with disabilities that ranged from slightly above neutral to very positive. However, a substantial number (21%) held slightly below neutral to very negative attitudes. Positive student relationships at the school level and a school goal task structure that promoted learning and understanding for all students, rather than social comparison and competition among students, were two aspects of school culture that had both direct associations with positive attitudes and indirect associations through student interpersonal factors. Teacher and student relationships at the school level was an aspect of school culture that had an indirect association with positive attitudes via interpersonal support from teachers. Results support the development of ecologically based programs aimed at promoting aspects of school culture that contribute to positive attitudes of students toward their peers with disabilities. 相似文献
16.
This study investigates the effects of state testing programs on the instructional practices of elementary teachers and the effects of such practices on their gifted students’ attitudes toward school and motivation. Results obtained from a national survey of elementary teachers, representing a variety of metropolitan areas and school poverty levels, as well as qualitative case studies from teachers in three states suggest that the perceptions teachers have of standards, tests, and students shape their classroom actions. These findings indicate that teachers are not likely to engage in effective classroom practices but instead engage in one‐size‐fits‐all practices. Implications of these perceptions on professional development and talent development are discussed. 相似文献
17.
One hundred and eighty‐nine Israeli high school teachers filled in questionnaires in which they were asked about their philosophy of education and their attitudes toward and the use of their school library. When asked about their philosophy of education many answers reflected the progressive approach, although most of them gave undecisive answers. When asked about their practical work different answers were given. Only 26% of the teachers regularly give their students individual assignments, and only 14% see the contribution of the library to the learning process as very important. There were significant differences among the different departments’ teachers. More social sciences and humanities teachers view the library as an important part of the educational process and use it than the science teachers. The smallest use is made by languages, mathematics, and technical and vocational teachers. 相似文献
18.
Rui Marques Vieira Celina Tenreiro-Vieira 《International Journal of Science and Mathematics Education》2016,14(4):659-680
Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning experiences that promote SL and CT, which may trigger the need to build and develop knowledge, attitudes/values, thinking abilities, and standards/criteria in an integrated way, resulting in their ability to know how to take responsible action in contexts and situations of personal and social relevance. This paper reports on a study to design, implement, and assess science learning experiences focused on CT toward SL goal. Results support the conclusion that the learning experiences developed and implemented in a grade 6 science classroom had a significant influence on the students’ CT and SL. Within this elementary school context, the theoretical framework used appears to be a relevant and practical aid for developing learning experiences that promote CT/SL and in supporting teaching practices that are more in line with the goals of critical scientific literacy. 相似文献
19.
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
20.
Constantinos Papanastasiou Elena C. Papanastasiou 《Educational Research and Evaluation》2013,19(3):239-257
This research study investigated the attitudes toward science of 8th-grade students in Australia, Canada, Cyprus, and Korea, based on recent TIMSS data, and suggests a model of family and school influences on their attitudes. The structural equation model contained 3 exogenous constructs – family’s educational background, aspiration, school climate – and 2 endogenous constructs – teaching and student attitudes toward science. Educational background, aspiration, and school climate were shown to have a direct effect on attitudes, while teaching was shown to directly affect attitudes and to be affected by aspiration and school climate. 相似文献