Relevant bibliographies by topics / Attitudes to science

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Attitudes to science'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Attitudes to science"

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Alahmari, Khalid A., Kanagaraj Rengaramanujam, Ravi Shankar Reddy, Paul Silvian Samuel, Irshad Ahmad, Venkata Nagaraj Kakaraparthi, and Jaya Shanker Tedla. "Effect of Disability-Specific Education on Student Attitudes Toward People With Disabilities." Health Education & Behavior 48, no. 4 (March 11, 2021): 532–39. http://dx.doi.org/10.1177/1090198121995774.

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Attitude is a multidimensional and complex notion that considerably empowers or limits the major life activities of humans. Health professionals’ attitudes toward people with disabilities are significant factors in the rehabilitation process. Soon after completing their coursework, the final-year students from health science meet the patients and rehabilitate them. This study accordingly aims to assess the attitude toward disability among final-year health science students before and after administering a disability-specific structured teaching program. A total of 243 final-year undergraduate health science students from medical, dental, physical therapy, pharmacy, laboratory sciences, radiology sciences, and nursing aged between 21 and 27 years participated in this study. This work employed the Scale of Attitudes Toward Disabled Persons (SADP) to measure attitudes among participants. The mean pre- and posttest SADP scores were 83.59 ± 15.45 and 107.83 ± 62, respectively ( p < .001). Students from medical, dental, physical therapy, and nursing showed significant positive attitudes toward disability compared with other students, whereas college students in the final year of health science generally had poor attitudes toward disability. The results indicate that the disability-specific structured teaching program is effective in improving the attitude toward disability among final-year health science students. Accordingly, the authors recommend modifying the disability-related content in the health sciences curriculum.
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GÜVEN, Gökhan. "An Investigation of the Relationship between Science Course Attitudes and Robotics Attitudes." Malaysian Online Journal of Educational Technology 9, no. 2 (April 13, 2021): 15–29. http://dx.doi.org/10.52380/mojet.2021.9.2.197.

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The current study aimed to investigate the relationship between middle school students’ science course attitudes and robotics attitudes. To this end, the correlational survey model was used. The study group of the current study is comprised of 220 students attending middle schools in the 2019-2020 school year. In the study, the “Science Course Attitude Scale” was used to measure the students’ science course attitudes and the “Robotics Attitude Scale” was used to measure their robotics attitudes. In the study, the relationship between the robotics attitude dataset consisted of the learning desire, self-confidence, computational thinking and teamwork variables and the science course attitude dataset consisted of the daily life and learning new knowledge, difficulty in practice, problem solving, motivation and anxiety variables was analyzed with the canonical correlation analysis. As a result of the study, a significant correlation was found between the science course attitudes and the robotics attitudes and the covariance shared between the datasets was found to be 38.4%. The relationship between these two variables was discussed and various suggestions were made.
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Kurniawan, Dwi Agus, Astalini Astalini, Darmaji Darmaji, and Ririn Melsayanti. "Students’ attitude towards natural sciences." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 455. http://dx.doi.org/10.11591/ijere.v8i3.16395.

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<p><span>The purpose of research was to investigate students’ attitudes towards natural science in Muaro Jambi, Indonesia. The attitude of the students studied was represented by three indicators, namely the attitude towards the investigation in the Natural Sciences, the adoption of a scientific attitude, and a career interest in the science field. The research was a survey research. The instruments in this study were attitude questionnaires and interview sheets. Data analysis techniques for attitude questionnaires used descriptive statistics while for analyzing interview data using the Miles and Huberman model.The study found students’ good attitudes towards natural science subjects.</span></p>
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Uluçınar Sağır, Şafak. "THE PRIMARY SCHOOL STUDENTS’ ATTITUDE AND ANXIETY TOWARDS SCIENCE." Journal of Baltic Science Education 11, no. 2 (June 20, 2012): 127–40. http://dx.doi.org/10.33225/jbse/12.11.127.

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In this study, the relationships between the attitudes and anxieties of 6th, 7th and 8th grade students about science have been examined. The data have been gathered from a personal data form, anxiety towards science and attitude towards science questionnaires. The effects of such factors, as obtaining assistance with science and technology from outside the classroom, age, gender, class level, school-type variables have been investigated according to their impact on the attitudes and perceptions of the students towards science, and on their anxiety towards science. It has been found that when the students received science-related assistance, it caused significant differences in their attitudes toward science and related anxieties, yet there was no significant difference in terms of gender. Moreover, school-type and class level affect students' attitudes and anxieties towards science. It is believed that increasing the positive science attitudes of the students and decreasing their anxiety will improve success. Key words: anxiety towards science, attitude towards science, primary school, science education.
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Naiker, Mani, Bibhya Sharma, Lara Wakeling, Joel Benjamin Johnson, Janice Mani, Bijeta Kumar, Anji Naidu, MGM Khan, and Stephen Brown. "Attitudes towards science among senior secondary students in Fiji." Waikato Journal of Education 25 (November 24, 2020): 57–72. http://dx.doi.org/10.15663/wje.v25i0.704.

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In order to investigate gender and ethnicity-based differences in scientific attitudes among Fijian students, the widely studied Test of Scientific Related Attitudes (TOSRA) was administered to 1401 senior secondary Fijian students (Years 11–13; approximately 15–18 years of age). Students generally had a positive attitude towards science overall in Years 11–13, with females showing a more positive attitude than males. By Year 13, the attitudes of females towards science had become more negative. The attitude of iTaukei students towards science started out lower than other ethnicities in Year 11 and increased during Year 12, before falling to below the starting attitude levels in Year 13. Fijian students of Indian descent generally had a positive attitude towards science that remained consistent throughout Years 11–13, with an increase in leisure and career interest in science in Year 13. A strong correlation was found between the ethnicity of a student and their first language. Continued science outreach programmes, particularly in Year 12, are important to achieve and retain scientific interest and attitudes among Fijian secondary students.
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G. Adeniyi, Sunday, and Musa Yusuf. "COMPARATIVE STUDY OF THE ATTITUDES OF SCIENCE AND NON-SCIENCE STUDENTS TOWARDS STATISTICS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 378–83. http://dx.doi.org/10.21474/ijar01/12848.

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The current study was conducted to determine whether there would be a difference between science and non-science students attitudes towards statistics. Two hundred and eight undergraduates were pooled from three public tertiary institutions in the Kogi State of Nigeria as the study participants. A cross-sectional survey design was adopted. The participants completed a self-report measure of Survey of Attitude toward Statistics (SATS-36), originally developed by Schau (2003). An independent t-test performed on the data established a statistically significant difference in the attitudes of the science and non-science students towards statistics at MD = 0.77 (95% CI, 0.57 to 0.77), t (206) = 12.747, p = .001. It was concluded that there is variation between the attitude of science students and non-science students towards the teaching and learning of statistics. The study recommends that robust attitude change strategies be adopted to reshape the attitudes of the non-science students towards statistics.
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Aini, Rahmi Qurota, Arif Rachmatullah, and Minsu Ha. "INDONESIAN PRIMARY SCHOOL AND MIDDLE SCHOOL STUDENTS’ ATTITUDES TOWARD SCIENCE: FOCUS ON GENDER AND ACADEMIC LEVEL." Journal of Baltic Science Education 18, no. 5 (October 12, 2019): 654–67. http://dx.doi.org/10.33225/jbse/19.18.654.

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Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students’ attitudes towards science. This research aimed to examine students’ attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students’ attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students’ attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. Keywords: academic level, gender, middle school, primary school, science attitude.
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Ernawati, Margaret Dwi Wiwik, Asrial Asrial, Rahmat Perdana, Sabila Eka Septi, Siti Rohana, and Ahmad Mansur Nawahdani. "Evaluation of Students' Interest, Attitudes, and Science Process Skills in Science Subjects." Journal of Education Research and Evaluation 6, no. 1 (February 22, 2022): 181–94. http://dx.doi.org/10.23887/jere.v6i1.37583.

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The main problem in learning science is shaping students' interests, attitudes and science process skills. Students' science process skills have not been developed optimally. This study aims to analyze the comparison and relationship of interests, attitudes and science process skills in science learning in two schools. This research method is quantitative with comparative type. The number of respondents as a sample is 140 students. The data collection technique used purposive sampling. The results of the study using the t-test that there are significant differences in the indicators of interest, attitude and science process skills of students. The results of the correlation test between interests, attitudes and science process skills in students showed that interests, attitudes and science process skills were interrelated. The limitation of this study is that it only uses two indicators per variable. It is better to use several indicators to find out in more detail the influence of the variables of interest, attitude, and science process skills on students. The researcher recommends further research to vary more indicators used in order to find out in more detail the variables studied and the researcher recommends conducting research at the junior high school level.
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Lose, Thobekani, and Sebenzile Khuzwayo. "Attitudes towards infopreneurship among information science students at a higher education institution." Problems and Perspectives in Management 20, no. 1 (January 12, 2022): 49–57. http://dx.doi.org/10.21511/ppm.20(1).2022.05.

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This study aimed to explore the attitudes of students of a higher education institution towards infopreneurship. The study emanated from observations that the widespread use of information technologies has created a new sector in the labor market – infopreneurship. The study adopted the case study research design based on focus group discussions to establish the students’ attitudes towards infopreneurship. The participants for the focus groups were students of the Information Science department at the University of Technology, Cape Town. Data collection during the focus group discussions was based on unstructured interviews. Quantitative data analysis was applied based on data reduction from codes to categories. An enterprising attitude (26.4% code frequency) dominated the positive responses while negative attitudes were mainly reflected by a critical attitude (20.8% code frequency) towards infopreneurship. While it appeared that positive attitudes were more prevalent than negative attitudes, there were notable observations that the respondents were critical or neutral towards the essence of infopreneurship in the South African context. It was found that the belief that infopreneurship is not a viable form of employment was still prevalent. Some respondents believed that employment means working for someone. They felt that there is greater respect in being employed than engaging in infopreneurship. Some respondents, however, appear to have stronger entrepreneurial orientations and felt that infopreneurship offers the best employment opportunities. The study recommends changes in higher education curricula and the creation of a stimulating environment for infopreneurship.
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G. Adeniyi, Sunday. "COMPARATIVE STUDY OF THE ATTITUDES OF SCIENCE AND NON-SCIENCE STUDENTS TOWARDS STATISTICS: THE ROLE OF STATISTIC ANXIETY." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 933–39. http://dx.doi.org/10.21474/ijar01/13630.

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Statistics is an essential part of the curriculum in Nigerias education landscape taught in the science and non-science classrooms. However, there has been a growing concern about the students attitudes towards statistics across every level. The present study aimed to determine whether there would be a difference between science and non-science students attitudes towards statistics and whether statistics anxiety contributes to the variations in students attitudes towards statistics in the tertiary education level in Nigeria. A convenience sample of two hundred and twenty-two first-year students pooled from three public tertiary institutions in the Kogi State of Nigeria participated in the study. A cross-sectional survey design was adopted. The participants completed a self-report measure of Survey of Attitude toward Statistics (SATS-36),initially developed by Schau (2003), and a modified version of the Statistics Anxiety Rating Scale (SARS) developed initially by Baloǧlu (2002). An independent t-test performed on the data established a statistically significant difference in the attitudes of the science and non-science students towards statistics at MD = 1.78, t (200) = 13.632, P< = .05. The result of a regression analysis performed on the data revealed that statistics anxiety positively predicted attitudes towards anxiety. It was concluded that the variation between the attitude of science students and non-science students towards the teaching and learning of statistics is moderated by statistics anxiety. The study recommends that robust attitude change strategies be adopted to reshape the attitudes of the non-science students towards statistics.
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Dissertations / Theses on the topic "Attitudes to science"

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Russo, Sharon. "Early childhood educators' attitudes to science and science education." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2035.

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It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.
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Russo, Sharon. "Early childhood educators' attitudes to science and science education." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12079.

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It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.
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Parsons, Barbara J. "Early adolescents' attitudes toward school science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28634.pdf.

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Warren, Charles R. "Variables which affect young women's science achievement and attitudes toward science /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148775943632687.

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Lloyd, Sharon Henry. "Preschool Teachers' Attitudes and Beliefs Toward Science." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3175.

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In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 preschool teacher participants using an online format with a self-reported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate's degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating preschool teachers experienced few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.
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Burfitt, Helen, and n/a. "Girls and science : a study of the attitudes to science of high school students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060619.171839.

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In a case study of over three hundred students in one Canberra high school, the attitudes to science of boys and girls in Years 7-10 were investigated using the Test of Science-Related Attitudes (TOSRA). From this survey population, forty students were selected and interviewed to explore in more detail students' attitudes to science. Parents of the interviewed students were also surveyed to explore possible relationships between students' attitudes and parental expectations and aspirations. For the seven areas of attitudes investigated, students had positive attitudes to science in the areas of social implications of science, normality of scientists, attitudes to scientific enquiry and adoption of scientific attitudes. They displayed neutral to negative attitudes in the areas of enjoyment of science lessons, leisure interest in science and career interest in science. There was a significant difference between boys and girls in two of the seven areas with girls being more negative than boys to a leisure interest in science, and girls more positive than boys towards the normality of scientists. When analysed for year at school and achievement in science, the data indicates that older students and those with higher grades in science generally have a more positive or less negative attitude to science. However, as a group, Year 8 girls were more negative than other groups about the enjoyment of their science lessons, about a leisure interest in science and about a career interest in science. The interviews with students revealed that in general, they liked science and their science teachers but that they would not choose science for leisure activities or for a career. Parents are shown to have high aspirations and somewhat lower expectations for the career prospects of their children. Both parents and students display stereotypical views about certain careers based on gender. Strategies to improve the attitude to science of boys and girls are suggested. These strategies focus on activities for teachers, parents and the students themselves.
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Singer, Katharine D. "Student Attitudes toward Science as a Result of Teacher Feedback." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277146731.

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Newbill, Phyllis Leary. "Instructional Strategies to Improve Women's Attitudes toward Science." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27000.

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Although negative attitudes toward science are common among women and men in undergraduate introductory science classes, womenâ s attitudes toward science tend to be more negative than menâ s. The reasons for womenâ s negative attitudes toward science include lack of self-confidence, fear of association with social outcasts, lack of women role models in science, and the fundamental differences between traditional scientific and feminist values. Attitudes are psychological constructs theorized to be composed of emotional, cognitive, and behavioral components. Attitudes serve functions, including social expressive, value expressive, utilitarian, and defensive functions, for the people who hold them. To change attitudes, the new attitudes must serve the same function as the old one, and all three components must be treated. Instructional designers can create instructional environments to effect attitude change. In designing instruction to improve womenâ s attitudes toward science, instructional designers should (a) address the emotions that are associated with existing attitudes, (b) involve credible, attractive women role models, and (c) address the functions of the existing attitudes. Two experimental instructional modules were developed based on these recommendations, and two control modules were developed that were not based on these recommendations. The asynchronous, web-based modules were administered to 281 undergraduate geology and chemistry students at two universities. Attitude assessment revealed that attitudes toward scientists improved significantly more in the experimental group, although there was no significant difference in overall attitudes toward science. Womenâ s attitudes improved significantly more than menâ s in both the experimental and control groups. Students whose attitudes changed wrote significantly more in journaling activities associated with the modules. Qualitative analysis of journals revealed that the guidelines worked exactly as predicted for some students.
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Doran, Maureen L. "Perceptions and attitudes of college science students regarding carrers in clinical laboratory science /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967969521&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Doran, Maureen L. "Perceptions and attitudes of college science students regarding carrers in clinical laobratory science." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/119.

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Histology as a career offers many challenging and diverse job opportunities but few qualified applicants pursue this vocation. The purpose of this research was to collect data to identify factors impacting this problem. The study investigated the awareness, attitudes and perceptions of community college and university science students towards laboratory health science and histology as a career option. The goal was to develop strategies to identify and recruit potential individuals who are qualified for the histology profession. The researcher surveyed 15 undergraduate science classes from two community colleges and one university in the Midwest. The community colleges and university surveyed offer academic course work necessary for a student to pursue a career in histology. The survey was designed to collect data regarding the student's attitudes toward career preparedness, job opportunities, anticipated salary, and laboratory science employment. Results of this study support the hypothesis that undergraduate students pursuing science degrees are potential candidates for careers in histology but they are unaware of the profession. The study also provides a preliminary needs-assessment to support the development of programs that offer histology training for undergraduate and graduate students pursuing college science degrees.
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Books on the topic "Attitudes to science"

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Ross, Sydney. Nineteenth-century attitudes: Men of science. Dordrecht [Netherlands]: Kluwer Academic Publishers, 1991.

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Ross, Sidney. Nineteenth-Century Attitudes: Men of Science. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3588-7.

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Voinea, Camelia Florela. Computational modeling of political attitudes. Chichester, UK: John Wiley & Sons, 2016.

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McCraight-Wertz, Jane E. Making science cool: Strategies for changing students' negative attitudes toward science. Washington, D.C: NEA Professional Library, 1998.

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Cheese, John. Attitudes to the exploitation of science and technology. Manchester: CEST, 1990.

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Khine, Myint Swe. Attitude research in science education: Classic and contemporary measurements. Charlotte, NC: Information Age Pub., 2011.

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Oskamp, Stuart. Attitudes and opinions. 3rd ed. Mahwah, N.J: L. Erlbaum Associates, 2005.

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Attitudes and opinions. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1991.

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J, Atkin David, ed. The televiewing audience: The art & science of watching TV. Cresskill, N.J: Hampton Press, 2002.

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Great Britain. Office of Science and Technology. Science and the public: A review of science communication and public attitudes to science in Britain. London: The Wellcome Trust, 2000.

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Book chapters on the topic "Attitudes to science"

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Bell, John. "Changing attitudes." In Lecture Notes in Computer Science, 40–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-58855-8_2.

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Kahle, Jane Butler. "Attitudes, Gender-Related." In Encyclopedia of Science Education, 1. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_352-5.

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Kahle, Jane Butler. "Attitudes, Gender-Related." In Encyclopedia of Science Education, 104. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_352.

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Simon, Shirley. "Attitudes to Science and to Learning Science." In Encyclopedia of Science Education, 1–6. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_90-1.

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Simon, Shirley. "Attitudes to Science and to Learning Science." In Encyclopedia of Science Education, 94–98. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_90.

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Borgonovi, Francesca. "Attitudes Toward Science, Assessment of." In Encyclopedia of Science Education, 1–6. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_21-3.

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Borgonovi, Francesca. "Attitudes Toward Science, Assessment of." In Encyclopedia of Science Education, 99–104. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_21.

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Kerr, Karen, and Colette Murphy. "Children’s Attitudes to Primary Science." In Second International Handbook of Science Education, 627–49. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_42.

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Bauer, Nicole, Boldizsár Megyesi, Rares Halbac-Cotoara-Zamfir, and Cristina Halbac-Cotoara-Zamfir. "Attitudes and Environmental Citizenship." In Environmental Discourses in Science Education, 97–111. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-20249-1_7.

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Aarøe, Lene. "Self-Beneficial Political Attitudes." In Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_1699-1.

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Conference papers on the topic "Attitudes to science"

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Kerby-Helm, April, Michael Posner, Alana Unfried, Douglas Whitaker, Marjorie Bond, Leyla Batakci, and Wendine Bolon. "S-SOMADS: A New Survey to Measure Student Attitudes Toward Data Science." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8a2.

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Attitudes play an important role in students’ academic achievement and retention, yet we lack quality attitude measurement instruments in the new field of data science. This paper explains the process of creating Expectancy Value Theory-based instruments for introductory, college-level data science courses, including construct development, item creation, and refinement involving content experts. The family of instruments consist of surveys measuring student attitudes, instructor attitudes, and instructor and course characteristics. These instruments will enable data science education researchers to evaluate pedagogical innovations, create course assessments, and measure instructional effectiveness relating to student attitudes. We also present plans for pilot data collection and analyses to verify the categorization of items to constructs, as well as ways in which faculty who teach introductory data science courses can be involved.
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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
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Hoegh, Andrew, and Barbara M. Moskal. "Examining science and engineering students' attitudes toward computer science." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350836.

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Wulf, Rosemary, Laurel M. Mayhew, Noah D. Finkelstein, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Impact of Informal Science Education on Children’s Attitudes About Science." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515238.

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Chrappán, Magdolna, and Rita Bencze. "SECONDARY SCHOOL STUDENTS’ ATTITUDES TOWARDS SCIENCE SUBJECTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1759.

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Lasić-Lazić, Jadranka, Krešimir Pavlina, and Ana Pongrac Pavlina. "STUDENTS' ATTITUDES TOWARD COMPUTER SCIENCE IN ELEMENTARY SCHOOL." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1164.

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Peters, Anne-Kathrin, and Arnold Pears. "Students' experiences and attitudes towards learning computer science." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462238.

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E, Elliniadou, and Sofianopoulou C. "A STEM intervention on Students’ Attitudes Towards Science." In 2022 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2022. http://dx.doi.org/10.1109/educon52537.2022.9766715.

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Marx, Jeffrey. "Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084717.

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Elliniadou, Elena, and Chryssa Sofianopoulou. "STUDENTS’ ATTITUDES TOWARDS SCIENCE: WHERE DO WE GO FROM HERE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end108.

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Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
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Reports on the topic "Attitudes to science"

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Gates, Jonathen. Attitudes Among Legal Professionals: Measuring for a Difference in Attitudes Towards Science. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.291.

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Hustvedt, Gwendolyn, Jiyun Kang, and Duy Le. The Relationship Between Attitudes Towards Science and Sustainability. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-761.

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Barnes, Ralph M., Stephanie J. Tobin, Heather M. Johnston, Noah MacKenzie, and Chelsea M. Taglang. Replication Rate, Framing, and Format Affect Attitudes and Decisions about Science Claims. Montana State University ScholarWorks, 2016. http://dx.doi.org/10.15788/m23014.

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Miller, J. D. The attitudes of science policy, environmental, and utility leaders on US energy issues and fusion. Office of Scientific and Technical Information (OSTI), November 1986. http://dx.doi.org/10.2172/6055051.

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Van Raden, Stephanie. The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.370.

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UK, Ipsos. Survey of public attitudes towards precision breeding. Food Standards Agency, October 2022. http://dx.doi.org/10.46756/sci.fsa.ouv127.

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The Genetic Technology (Precision Breeding) Bill is currently going through Parliament. Although this bill is ‘England only’ and food and feed safety and hygiene is a devolved issue, the Food Standards Agency (FSA) will introduce a separate regulatory framework for precision bred organisms (PBOs), should the Bill become law. The FSA will also work with stakeholders in Scotland, Wales and Northern Ireland to ensure consumers’ interests are protected in relation to PBOs. The FSA / Food Standard Scotland (FSS) is science and evidence led. In August 2022, the FSA and FSS commissioned Ipsos UK to conduct a two-phase social research project on precision breeding. Phase One, now complete, involved a survey of 4,177 UK residents with robust samples in each UK nation to allow comparisons between and within nations. Phase Two, scheduled to start in September 2022 and report in early 2023, will comprise a series of Citizens’ Forums in England, Wales and Northern Ireland(footnote 1). The overall aims of this project are to: explore consumer attitudes towards precision breeding gather consumer views on the FSA’s proposed regulatory framework understand consumer information needs inform how to communicate with consumers about precision breeding. This document presents interim findings for this project, reporting descriptive data from Phase One. Phase One’s core aims were to provide a snapshot of consumers’ awareness and self-assessed knowledge of precision breeding, its perceived acceptability, risks and benefits, and consumer appetite for information about this production method. These data show that awareness of precision breeding is very low, something which should be borne in mind when considering these findings. While these data reveal that there is a general openness to trying precision bred foods across the UK, with more people anticipating benefits than disbenefits from the use of precision breeding, there is a large degree of uncertainty about what impact precision bred foods may have on the different parts of the food system. This is reflected in the relatively large proportions of people taking a neutral stance or indicating they do not know enough to answer survey questions and in the strong appetite expressed for information about precision breeding to be provided. The next phase of this project will be essential for the FSA’s ability to interpret these findings’ implications, and to understand what is informing consumers’ views. The purpose of Phase One has always been to let the FSA know ‘what’ consumers think about precision breeding; Phase Two’s purpose is to build our understanding ‘why’ they think it. This will allow the FSA to develop a more nuanced understanding of consumers’ needs and incorporate this into the design of the future regulatory framework and any engagement with consumers on precision breeding. FSS will be carrying out further research in Scotland.
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Murry, Adam. Attitudes toward Science (ATS): An Examination of Scientists' and Native Americans' Cultural Values and ATS and their Effect on Action Priorities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.674.

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Dominguez, Ximena, Elizabeth Rood, Danae Kamdar, Tiffany Leones, and Kayla Huynh. Splash and Bubbles for Parents App: Field Study Report. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/119.

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This report prepared for The Jim Henson Company shares findings of a field study examining the promise of the Splash and Bubbles for Parents app, a second-screen digital resource designed for parents and caregivers to support young children’s learning of ocean science. The study conducted in 2020 involved a two-group, quasi-experimental design in which family participants were randomly assigned to either the intervention condition (who watched the show and used the app) or the comparison condition (who watched the show but did not have access to the app). Findings from this study provided information about how the app supported families to talk about science together; what science concepts and practices children learned through engaging with the app and related science activities; and how families shifted their attitudes, beliefs, or practices around science and media. Another finding highlighted parents and caregivers’ need for support around ways to engage with and use the app given that this represents a new type of digital tool.
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Morais, Carla, António Coelho, Alexandre Jacinto, and Marta Varzim, eds. The I SEA Project: Digital Publications. Faculdade de Ciências da Universidade do Porto, October 2020. http://dx.doi.org/10.24840/2020/978-989-746-279-5.

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The I SEA project aimed at the development of a non-obtrusive, valid and replicable method to evaluate audience attitudes about science communication projects through an immersive virtual reality environment that can improve exhibitions while educating and empowering citizens. To achieve the objectives of this highly complex, highly interdisciplinary, and innovative project, a permanent articulation of the scientific approach with the technical and design development took place, aiming the construction of the non- invasive evaluation method. Because it is an intricate project, it required constant iterations and interactions among the team members. So, we’ve learned somehow to consider limitations as engines for developing the project, instead of seeing them as obstacles.
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