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1
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.Ph. D.
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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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Visone, Kerry F. "Teacher attitudes toward science at the early childhood level /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000578/02/2019FT.htm.
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Thesis (M.S.) -- Central Connecticut State University, 2009.Thesis advisor: Maxine Howell. "... in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Development." Includes bibliographical references (leaves 99-103). Also available via the World Wide Web.
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Jackson, Sarah Marie. "Assessment of Implicit Attitudes Toward Women Faculty in Science, Technology, Engineering, and Math." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1324269233.
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Kinzbrunner, Eric S. "Analysis of science attitudes for K2 planet hunter mission." Thesis, Monterey, California: Naval Postgraduate School, 2015. http://hdl.handle.net/10945/45207.
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Approved for public release; distribution is unlimitedNASA designed the Kepler spacecraft to detect extrasolar planets, but after several successful years, with many new discoveries, two out of four reaction wheels failed. NASA repurposed Kepler to continue science under the new mission, K2. The physics of how Kepler detects planets, the transit method, is first described. As part of this description it is shown that pointing noise is the limiting factor of Kepler’s ability to detect planets. The second part of this thesis uses a flat plate solar torque model of Kepler in order to assess the capabilities of the spacecraft in other off ecliptic attitudes. This analysis concluded that the controllability of the failed spacecraft in the presence of the solar torque is the main driver for the new K2 mission attitude and that conducting science out of ecliptic plane attitudes present challenges from the control point of view.
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El-Farargy, Nancy Ibrahim. "Attitudes and intellectual development of further education science students." Thesis, University of Glasgow, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438104.
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Falade, Bankole Adebayo. "Vaccination resistance, religion and attitudes to science in Nigeria." Thesis, London School of Economics and Political Science (University of London), 2014. http://etheses.lse.ac.uk/911/.
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The 2003 to 2004 revolt against the Oral Polio Vaccine (OPV) in Nigeria provides a case study for investigating how a new scientific phenomenon becomes part of common sense in a culture with high levels of religiosity. Moscovici’s Social Representations Theory about how society familiarises itself with the unfamiliar provides a framework for the research which includes two media analyses, historical texts, online and paper administered surveys and interviews. The media analyses examine the OPV controversy and science in the media. Correspondence analysis provides a geometric tool for visualising how the variables in both media analyses position themselves for the construction of genres of science news. Factor analysis groups the attitude items in the survey while logistic regression predicts outcomes controlling for other variables. The media analyses found coverage of science in the period under review was generally positive and grew continually. The coverage of the OPV controversy was also generally positive but did not always mirror faithfully public opinion. Just as some Parisians in Moscovoci’s study likened psychoanalysis to a “symptom of an American invasion”, the initial description of the OPV by the people of northern Nigeria was a “western conspiracy against Muslims.” The survey found different levels of trust in public institutions with scientists and religious leaders similarly rated. Pessimism, fear and progress characterise the attitude variables but the association with knowledge is not linear and confirms the influence of cultural values. Interviewees also confirm survey findings in that they simultaneously have faith in religion and in science. Common sense in Nigeria is a mixture of science and religiosity and the public hold both in reverence: a phenomenon Moscovici refers to as cognitive polyphasia. The study also supports Durkheim’s view that science (in Nigeria) depends on public opinion.
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Simsar, Ahmet. "Turkish Students’ Attitudes Towards Science in Early Childhood Education." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366238719.
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Kostenbader, Tracy C. "Analyzing students' attitudes towards science during inquiry-based lessons." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1599183.
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Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students’ attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher’s transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.
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Novodvorsky, Ingrid. "Development of an instrument to assess attitudes toward science." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186455.
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This dissertation describes the development of an instrument to assess students' attitudes toward science. The rationale for developing a new instrument is presented in the context of a review of existing instruments. As discussed in the literature review, many existing instruments are based on ill-defined theoretical constructs, and include statements that do not appear to be assessing the single construct of attitude toward science. In addition, existing instruments do not distinguish between biological and physical science. Thus, the purpose of this study was to carefully define the construct, attitude toward science, and develop an attitude instrument to reflect that construct and to distinguish between biological and physical science. For this study, biological science was defined as any of the branches of science dealing with living things, such as genetics, entomology, or anatomy. Physical science was defined as any of the branches of science dealing with non-living things, such as physics, geology, chemistry, or earth science. Once the Likert-scale instrument was developed, it was piloted on a sample population of students in science classes at a suburban, southwestern high school. Their responses were used to do item analyses and to calculate validity and reliability. Principal-component analysis was also performed to try to identify sub-scales. The results of the data analysis were used to select items for a final scale. The final instrument consists of two parallel forms of 20 items each. For each form, 12 items refer to science in general, four to biological science, and four to physical science. The test-retest reliability coefficients of the final instruments are 0.768 for Form A and 0.788 for Form B. The parallel-forms reliability coefficient of the instrument is 0.93. The construct validity coefficients of the final instruments, compared to Germann's Attitude Toward Science in School Assessment, is 0.82 for Form A and 0.85 for Form B. Inter-item consistency, measured by Cronbach's alpha coefficient, is 0.91 for Form A and 0.89 for Form B.
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Todd, Brandy. "Little Scientists: Identity, Self-Efficacy, and Attitudes Toward Science in a Girls' Science Camp." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19704.
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Underrepresentation of women and minorities in the science, technology, and engineering (STEM) fields is a perennial concern for researchers and policy-makers. Many causes of this problem have been identified. Less is known about what constitutes effective methods for increasing women’s participation in STEM. This study examines the role that identity formation plays in encouraging girls to pursue STEM education and careers utilizing data from a cohort-based, informal science enrichment program that targets middle-school-aged girls. A Mixed-methods design was employed to examine girls’ science interests, efficacy, attitudes, and identity—referred to as affinities. Quantitative data were collected before and after program participation using science affinity scales. Qualitative data included observations, focus groups, and individual interviews. This study builds on past research conducted on the same program. The study is presented in three components: fidelity of implementation, participant affinities, and science identity theory building. Quantitative and qualitative measures reveal that the program was implemented with high fidelity. Participants had high initial affinities for science as compared to a contrast group. Analysis of qualitative data of science affinities revealed several themes in girls’ attitudes, experiences, and intentions toward science. Emergent themes discussed include girls’ preferences and interests in science, gender and science efficacy, attitudes toward science, and elements of science identities. Archetypes of emergent science identities developed in this study (expert, experimenter, and inventor) inform different ways in which girls engage with and envision science study and careers. Implications for best practice in fostering science engagement and identities in middle-school-aged girls include the importance of hands-on science activities, the need for enthusiastic relatable role models, and an emphasis on deep understanding of scientific principles.
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Brannan, Gary Eugene. "An Interdisciplinary Course for Non-Science Majors: Students' Views on Science Attitudes, Beliefs, and the Nature of Science." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000476.
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Mahama, Wundow. "High school learners’ attitudes towards physical sciences." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1639.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in Research Methodology in the Department of Educational Psychology and Special Education at the University Of Zululand, 2018The investigation of high school learners’ attitudes towards physical science has been one of the prominent areas of research for the science education research community globally for some time now. However, its current importance in South Africa is emphasised by the mounting evidence of poor performance in physical science at matriculation level. Consequently, identifying the nature of learners’ attitudes towards physical science, and promoting favourable attitudes towards physical science is increasingly a matter of concern. The present study therefore investigated high school learners’ attitudes towards physical science and the relationship between their attitudes and learners’ biographical data such as gender, age and grade level. Both systematic and stratified sampling techniques were used to select a sample size of 298 respondents from five high schools in the Nongoma circuit in KwaZulu-Natal province of South Africa. The research was based on descriptive research design to obtain information from respondents in their natural environment through the use of adopted attitude scale. Permission was sought and obtained through email to use the attitude scale. Descriptive and inferential statistics were used to present and analyse the data. The findings from the present study suggest that majority of high school learners hold positive attitudes towards physical science. Findings with regard to the relationship between learners’ attitudes and their biographical data reveal that there is no association between attitudes and learners’ biographical data such as gender, age and grade level. The findings from this study will add value to education policy pertaining to science education in the country. It will also contribute to the theory of attitudes towards physical science. However, there is a need in future to study ways of encouraging learners to have positive attitudes towards physical science.
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Cook, Melissa R. "Examining students' attitudes towards science and scientific literacy in a non-science major, interdisciplinary course." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317928.
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Zupke, Rachel Lee. "Attitudes toward science: how technology impacts student engagement and success." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/zupke/ZupkeR0812.pdf.
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Information and communication technologies were implemented with the purpose of improving student performance as well as increase the number of students with positive attitudes towards learning science. Classroom activities, homework assignments, alternative forms of submission of assignments, assessments, and contact outside of class were conducted with various forms of information and communication technologies. Students demonstrated an increase in positive attitudes towards learning science through technology-based modalities. However, more study with a larger sample size needs to be completed to determine if increase in student academic performance was a result of the treatment outlined here.
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Martin, Claudette. "Examining Visitor Attitudes and Motivations at a Space Science Centre." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1162.
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The H.R. MacMillan Space Centre is a multi-faceted organization whose mission is to educate, inspire and evoke a sense of wonder about the universe, our planet and space exploration. As a popular, Vancouver science centre, it faces the same range of challenges and issues as other major attractions: how does the Space Centre maintain a healthy public attendance in an increasingly competitive market where visitors continue to be presented with an increasingly rich range of choices for their leisure spending and entertainment dollars?This front-end study investigated visitor attitudes, thoughts and preconceptions on the topic of space and astronomy. It also examined visitors’ motivations for coming to a space science centre. Useful insights were obtained which will be applied to improve future programme content and exhibit development.
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Ormandy, Elisabeth Helen. "The use of animals in science : trends and public attitudes." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43463.
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Given the recent shift towards democratization of science, public engagement (including exploration of public attitudes) on issues related to animal research is important. This thesis explores public attitudes to changing practices in the use of animals in research. Chapter 1 provides a critical review of the existing research related to this topic. Chapter 2 presents a bibliometric analysis of changing patterns in animal use, and documents the increasing use of genetically modified (GM) animals, especially mice and zebrafish. Chapters 3 and 4 describe two online engagement experiments investigating how acceptance of animal-based research is affected by genetic modification, regulation, invasiveness, and the species used. Chapter 3 shows that support for the use of pigs in research decreased when the research involved an invasive procedure or GM animals. Support for invasive research increased when regulation was in place, but regulation had little effect on acceptance of GM animal use. Chapter 4 shows that participants who were willing to support biomedical research on zebrafish were equally willing to support the same research on mice. Participants expressed low levels of support for research involving ethyl-N-nitrosourea (ENU) mutagenesis. Some participants expressed a preference for the use of GM animal models over ENU mutagenesis based on the belief that the former causes less pain, and improves accuracy and efficiency when creating the animal model. Chapter 5 describes an interview study that examined the views of researchers, research technicians, and members of public toward the creation and use of genetically modified animals in biomedical science. The creation and use of GM animals for biomedical research purposes was generally well supported provided that this was associated with tangible human health benefits. However, it was recognized there are obstacles to Three Rs (replacement, reduction, refinement) implementation, and that there should be more effort placed on engaging the public on animal research. Chapter 6 concludes with key policy recommendations: 1) improve scientific reporting, 2) improve data and animal sharing, 3) improve recording of national animal statistics, 4) improve animal welfare assessment, and 5) supplement the Three Rs.
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Martin, Douglas. "Individual differences in explicit and implicit science and arts attitudes." Thesis, University of Aberdeen, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420145.
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There is substantial anecdotal and quantitative data to suggest that males and females make different behavioural choices with regards to studying and pursuing a career in science or the arts. Despite a clear pattern of sex differences, with males showing a preference for sciences and females showing a preference for arts, there has been little attempt to rigorously investigate anything other than social and societal factors on determining these differences. This thesis investigated the potential impacts of a number of individual differences on explicit and implicit science and arts attitudes. Seven studies are reported that looked at the effects of cognitive style, cognitive abilities, gender, social desirability and persuasion on individual differences, and in particular the pattern of sex differences, in attitudes towards science and arts. Study 1 found the expected sex differences in explicit science and arts attitudes, with males having more positive attitudes towards science and females having more positive attitudes towards the arts; there was also a strong association between attitude preferences and degree choice (MA or BSc) behaviours. In addition to sex differences there was also evidence that individual differences in Need for Cognition (NFC: Cacioppo & Petty, 1982) were associated with differences in how positive people’s attitudes were towards both sciences and the arts. Studies 2 and 3 found no evidences that individual differences in fluid and crystallised intelligence (Cattell, 1963) were important factors in determining science and arts attitudes; there was no evidence of sex differences in either intellectual ability. Study 4 found that the pattern of sex and NFC differences found among the relatively specialised population of undergraduate psychology students was also prevalent in a representative sample of the general population. Study 5 found that implicit science and arts attitudes (measured with the Implicit Association Test: IAT, Greenwald, McGhee & Schwarz, 1998) showed a similar pattern of results to those of explicit attitudes, with males showing a preference for science over arts and females showing a preference for arts over science; implicit attitudes were also closely related to degree choice behaviours. Studies 6 & 7 explored the possibility of explicit and implicit attitude change using a statement generation of self-persuasion task. In study 6, it was found that explicit science attitudes became more positive and explicit arts attitudes more negative, following a positive/science and negative/arts persuasion task.
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Sharpe, Rachael May. "Secondary school students' attitudes to practical work in school science." Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/3783/.
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Practical work is seen as having an important role in school science. In particular many have claimed that it has an essential role in determining students' attitudes to school science and science beyond the classroom. However, whilst there has been much research into students'attitudes to science there has been little research into their attitudes to practical work in particular. This study considers students' attitudes in terms of the cognitive, affective and behavioural analytical framework developed by Rosenberg (1960). The study is based on data collected from three English secondary schools within Key Stages 3 and 4. It involved questionnaires in biology, chemistry and physics as well as school visits that involved lesson observations, semi-structured interviews and focus groups with students. Field notes and audio-recordings were made throughout these visits for subsequent analysis. The findings suggest that secondary students' attitudes to practical work are, generally speaking, positive. However, what also emerged was the extent to which such attitudes to practical work differed, not only across the three sciences, but also showed a statistically significant decline as students progressed through their secondary school education. The reason for this being that the relative importance of the cognitive, affective and behavioural domains changed as students moved away from a focus on the enjoyment of science towards one that was examination orientated. The implications of this study suggests that teachers need to be far more aware that students' attitudes to practical work need to be consider according to the science they are studying and their age, rather than seeing their attitudes to practical work being unchanging and uniform across the three sciences.
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Rogers, Sarah Jane. "Investigation of Science Education Attitudes in Alternative High School Settings." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2525.
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This study compared the attitudes of administrators, teachers and students in school settings for at-risk students. Students are considered at-risk if they are not academically successful. Teacher and student science education attitudes were analyzed by survey data and categorization of teaching practices. Additionally, data from classroom videotapes and teacher interviews was collected to support and triangulate survey data. Study participants were selected from two school settings for at-risk students 1) public alternative schools (PAS) and 2) private residential treatment centers (RTC). When the survey questions were analyzed by school type and teacher classification several differences were found between 1) teacher responses, 2) students responses and 3) the difference between student and teacher responses. However, when students were analyzed by their teachers' teaching classification no significant differences were found for any of the survey questions or question groupings.
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Dunlop, Alice. "Girls and Science: Examining Students’ Attitudes and Learning Environment Perceptions." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88738.
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This study sought to better understand girls and science investigating attitudes and learning environment perceptions. The research drew on an interpretivist paradigm, using a mixed method explanatory sequential design. Quantitative data collection (N=204 secondary students) involved surveys to assess attitudes towards science classes and learning environment perceptions. Qualitative information involved 42 interviews (N=42). Findings highlight the need to continue offering and promoting science and STEM in a gender-balanced way to increase girl’s engagement.
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Stretch, Kenneth. "Active labour market programs and attitudes towards globalization." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18420.
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This article examines the relationship between spending on active labour market welfare programs (ALPMs) and attitudes towards two decomposed aspects of globalization: immigration and trade liberalization. Two empirical analyses related to this topic are carried out using cross-national survey data. The result is that ALMP spending has a positive impact on attitudes towards globalization. This finding suggests that governments can use targeted ALMP spending to counteract negative attitudes towards globalization and therefore ensure continuing economic benefits from trade liberalization and immigration.Cet article se penche sur la corrélation entre les dépenses effectuées pour des programmes sociaux ciblés sur le marché du travail et les attitudes envers deux aspects de la mondialisation, soit l'immigration et la libéralisation de l'échange international. Deux analyses empiriques ont été effectuées sous la base de sondages multinationaux. Les résultats obtenus suggèrent que les gouvernements peuvent instaurer des programmes sociaux ciblés sur le marché du travail afin de contrebalancer les attitudes négatives soulevées par la globalisation et, par conséquence, préserver les avantages de la libéralisation de l'échange international et l'immigration.
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Bricheno, Patricia Anne. "Pupil attitudes : a longitudinal study of children's attitudes to science at transfer from primary to secondary school." Thesis, University of Greenwich, 2001. http://gala.gre.ac.uk/8726/.
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This thesis examines pupils' attitudes to science as they move from primary to secondary school, and seeks to identify any factors that might influence these attitudes. A review of the literature on attitudes to science research finds that existing studies with similar aims have tended to use cross-sectional samples, many of which were small or unrepresentative, and furthermore that there has often been inadequate control of potentially influential variables. The present work employs a longitudinal study of over 3000 children, between 10 and 12 years old, from schools in Essex. Data has been collected by means of questionnaires, supplemented by a free response section, and by interviews. Information was also collected from over 300 primary and secondary teachers by means of questionnaires, supplemented by a free response section, and interviews. Information was collected, by interviews and from statistical data in the public domain, about all participating schools. The integrated data from the children, their teachers and their schools has been analysed in three different ways: the quantitative data was subjected to a variety of statistical techniques to compare the two sets of data from primary and secondary school as two cross-sections, and to investigate changes for individual pupils taking a longitudinal approach. The qualitative data was subjected to textual analysis and it was also integrated with the quantitative data. These analyses yield conclusions, which inform pedagogy, school management, teacher training, and social justice.
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Sunger, Mustafa. "An Analysis Of Efficacy Beliefs, Epistemological Beliefs And Attitudes Towards Science In Preservice Elementary Science Teachers And Secondary Science Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608601/index.pdf.
Full textAbstract:
The purpose of the study was to analyze preservice science teachers at
elementary science teaching and secondary science teaching with respect to
their self efficacy beliefs, epistemological beliefs, and attitudes towards
science teaching. Preservice elementary science teachers and preservice
secondary science teachers who enrolled in Middle East Technical University
in Ankara were the sample of this study.
Participants of this study were third grade of preservice elementary science
teachers and preservice secondary science teachers. The instruments which
are, efficacy beliefs, epistemological beliefs, and attitudes towards science,
were utilized this study.
v
The analysis indicated that moderately positive self efficacy beliefs,
epistemological beliefs and attitudes towards science teaching were
expressed by most of the preservice elementary and secondary science
teachers regarding science teaching. Moreover, preservice elementary and
secondary science teachers believe that effective teaching can influence their
teaching abilities and students'learning. Furthermore, many preservice elementary and secondary science teachers express a positive attitude toward science teaching. The analysis indicated that there is a relationship between self efficacy beliefs and attitudes towards science teaching in preservice secondary science teachers, and there is another relationship between epistemological beliefs and attitudes towards science teaching in preservice elementary science teachers.
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Corcoran, Dana Allard. "The relationship among elementary teachers' knowledge of nature of science, content background, and attitudes toward science." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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Spady, Dale. "Effects of storytelling on students beliefs and attitudes about the nature of science and doing science." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/spady/SpadyD0812.pdf.
Full textAbstract:
The purpose of this study was to investigate how storytelling, combined with opportunities for dialogue and inquiry, would impact middle school students' beliefs and attitudes about the nature of science and doing science. Specifically, the study sought to determine if storytelling sessions, involving science mysteries and historical narratives about scientists and their discoveries, would be effective instructional aids for helping students understand the way science is conducted. The study involved thirty-one sixth graders in two sections of a life science class. The storytelling sessions and related inquiry activities were implemented on a bi-weekly basis during a three month period. Pre and post-treatment surveys and interviews, periodic questionnaires, and daily observations were used to assess students' perspectives and reactions. The results of this study showed that storytelling combined with dialogue and inquiry improved students' attitudes about doing science and generated fresh depth and breadth of perception about the nature of science. The historical narratives were well suited to making science facts more meaningful and memorable, while the science mysteries were more effective in helping students generate investigative questions.
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Dixon, Carmen S. "The Effects of "Girls in Science Day" on Middle School Girls' Attitudes and Interests in Science." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426669449.
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Laugksch, Diane. "Studying science and engineering at UCT : students' background, experience of science an reasons for studying science or engineering." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/19637.
Full textAbstract:
Thesis (MPhil)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: It is the contention of this study that competence in science and mathematics is a necessary condition for access to higher education, but that it is a general interest in science that will inspire learners to pursue careers in science and technology. The objective of this study was to develop a profile of the individual who chooses to study science and engineering. The three research questions were, firstly, what is the background profile of a group of learners who have decided to study science and engineering? Secondly, what are the characteristic features of the school-science experience of these learners? Lastly, what are the factors that learners think most influenced their decision to study science and engineering? This study was formulated as having a descriptive purpose and hence a survey research design was used. Self-reported retrospective data were collected using a questionnaire which was designed with reference to a number of sources (e.g., Woolnough, 1994). After piloting the questionnaire, it was administered to all firstyear students registered in the faculties of Science and Engineering at the University of Cape Town. A total of 204 first-year science and 247 first-year engineering students formed the final sample of this study. Quantitative analysis of the students’ responses showed that 66% of respondents were male. The majority of female students were registered in the science faculty. English was the home language of 55% of the sample, with 32% of students reported speaking one of the other nine official languages at home. Parents, career counselors and teachers most influenced students’ decision to study science or engineering. The vast majority of respondents took Physical Science at school. Students’ experiences of school science were diverse. Students’ responses generally reflected a poor commitment on the part of schools to expose students to noncurriculum activities generally thought to promote an interest in science. Overall, the majority of students reflected an enthusiasm for learning to do science through scientific experiments, albeit with preference for a teacher-driven approach to classroom activities. Personal motivation, receiving a bursary, and access to information were the main factors that students said influenced their decision to study science and engineering. While information received at a careers open day and participating in a school science competition was crucial for science students, engineering students showed a general curiosity for science, for knowing how things work, and for creating and designing things. For most African students information received at a careers open day was important, while a curiosity for science and receiving a bursary were equally important in influencing non-African students to pursue further study in science or engineering. The results of this study suggest that what parents say, and the information that learners have access to, is important to the decisions that learners make in regard to future careers in science and engineering. It is suggested that future strategies for promoting science in general must include parents, teachers and senior learners in the dissemination of general information about science, about people in science, about using science in everyday life, and about the possibilities for further study in science and engineering.
AFRIKAANSE OPSOMMING: Dit is die uitgangspunt van hierdie ondersoek dat vaardigheid in die wetenskap en wiskunde ‘n noodsaaklike voorwaarde is vir toegang to tersiêre onderwys, maar dat ‘n algemene belangstelling in die wetenskap leerders sal inspireer om loopbane in die natuurwetenskappe en tegnologie te volg. Die doel van hierdie ondersoek was om ‘n profiel te ontwikkel van die individu wat die natuurwetenskappe en ingenieurswese kies as studierigting. Die drie navorsingsvrae was, eerstens, wat is die agtergrondsprofiel van leerders wat besluit om in die natuurwetenskappe en ingenieurswese te studeer? Tweedens, wat is die kenmerkende eienskappe van hierdie leerders se skoolervaring? Laastens, watter faktore dink hierdie leerders het hulle besluit om in die natuurwetenskappe en ingenieurswese te studeer, die meeste beïnvloed? Hierdie ondersoek is beskrywend van aard en dus is ‘n steekproef as navorsingsontwerp gebruik. Selfgerapporteerde retrospektiewe data is ingesamel deur middel van ‘n vraelys wat ontwerp is met verwysings na ‘n verskeidenheid bronne (bv., Woolnough, 1994). Die vraelys is versprei aan alle eerste-jaar geregistreerde studente in die Natuurwetenskappe en Ingenieurswese Fakulteite by die Universiteit van Kaapstad, nadat ‘n voortoetsing van die vraelys uitgevoer is. ‘n Totaal van 204 eerste-jaar natuurwetensakppe en 247 eerste-jaar ingenieurswese studente was deel van die finale steekproef van hierdie ondersoek. Die kwantitatiewe ontleding van die studenteterugvoer toon dat 66% van die respondente manlik is. Die meerderheid vroulike studente was geregistreer in die natuurwetenskappe fakulteit. Engels was die huistaal van 55% van die steekproef, en 32% van die studente het aangedui dat hulle een of meer van die ander nege amptelike landstale praat. Ouers, beroepsvoorligters en onderwysers het die meeste invloed gehad op die studente se besluit om in die natuurwetenskappe of ingenieurswese te studeer. Die oorgrote meerderheid respondente het Natuur- en Skeikunde op skool geneem. Studente se skoolervarings en ervaring van die wetenskap op skool was uiteenlopend. Studente se terugvoer het in die algemeen gedui op ‘n swak verbintenis van skole tot die blootstelling van studente aan niekurrikulêre aktiwiteite wat oor die algemeen belangstelling in die wetenskap kweek. Die meerderheid studente het in die geheel ‘n entoesiasme getoon om meer te leer van die wetenskap deur die uitvoer van wetenskaplike eksperimente, hoewel met ‘n voorkeur vir ‘n onderwyser-gedrewe benadering tot klaskamer aktiwiteite. Persoonlike motivering, om ‘n beurs te ontvang, en toegang tot inligting is deur studente aangedui as van die vernaamste faktore wat ‘n invloed op hulle keuse van die natuurwetenskappe en ingenieurswese as studierigting gehad het. Die inligting wat die natuurwetenskappe studente ontvang het by beroepsgeoriënteerde opedae en deelname in ‘n skool wetenskapskompetisie was beslissend in hulle besluit. Die ingenieurswese studente daarteenoor het ‘n algemene nuurskierigheid vir die wetenskap en hoe dinge werk, hoe om dinge te skep en te ontwerp, getoon. Die inligting wat swart studente by beroepsgeoriënteerde opedae ontvang het, was belangrik, terwyl ‘n wetenskaplike nuuskierigheid en die toekenning van ‘n beurs ‘n ewe belangrike invloed gehad het op ander studente se keuse om verdere studie in die natuurwetenskappe of ingenieurswese voort te sit. Die resultate van hierdie ondersoek dui daarop dat wat ouers sê, en die inligting waartoe leerders toegang het, belangrik is vir die besluite wat leerders neem met betrekking tot toekomstige loopbane in die natuurwetenskappe en ingenieurswese. Daar word voorgestel dat toekomstige strategieë vir die bevordering van die wetenskap in die algemeen ouers, onderwysers en senior leerders moet insluit in die verspreiding van algemene inligting oor die wetenskap, oor mense in die wetenskap, oor die gebruik van die wetenskap in die alledaagse lewe, en die moontlikhede van verdere studies in die natuurwetenskappe en ingenieurswese.
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Jones, Christine Margaret. "Changing attitudes? : a longitudinal study of pupils' attitudes to science between the primary and secondary phases of education." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404684.
Full textAbstract:
The findings are reported of a 4-year (1995-1998) longitudinal study, conducted in three primary schools (Years 5 and 6) and a single comprehensive school (Years 7 and 8) in Oxfordshire, of pupils' (n=71) attitudes towards various aspects of school-based science. The objectives were to investigate whether the pupils', especially the girls', attitudes to school science had changed (particularly in the early secondary years) from those reported in the pre-National Curriculum research literature. Data on various aspects of school science, including attitudes to the individual biological and physical science topics in Years 5 to 7, were collected from the pupils via annual questionnaires and, for 36 pupils, from annual, semi-structured tape-recorded interviews. Year 6 pupils also provided some "mini-essays". The cohort pupils' attitudes varied little from those reported in the pre-national Curriculum literature - science was regarded as a 'favourite' subject by very few pupils. The girls' lack of enthusiasm for the physical sciences, and the boys' disinterest in the biological sciences, were demonstrated. Some tentative links were suggested between the type of "out-of-school" activities, hobbies and interests recorded by the pupils and the pupils' attitudes to school science. Data were also collected on the parental experiences of, and attitudes towards, science as well as the parents' involvement in science-orientated and 'tinkering' activities. There was a positive correlation between the Year 7 pupils' attitudes to the physical sciences and the fathers' attitudes to their secondary science education. Fathers still appeared to be the main 'tinkerers' - they were more likely to be involved with their sons (rather than their daughters) in joint science-orientated activities. Using multiple regression procedures on the "in-school" and "out-of-school" data, the types of "out-of-school" activities enjoyed by the primary pupils, together with the maternal involvement in such activities, were shown to be predictors of the pupils' attitudes to science. The importance of the pupils' perceived performance in science, together with gender (especially with the respect to the physical sciences) were identified as two of the main predictors of pupils' attitudes at the end of the study. Finally, suggestions are made on how pupils' attitudes to school science might be . improved by changes in the nature and delivery of the science curriculum.
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Lockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.
Full textAbstract:
Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes, by gender, toward the nature of science, scientists, and careers in science before and after the completion of research projects. The gender equity problem in science classes is explored and improvements in four process skills were measured for both treatment and control groups. Also, different models of research-based science education are described. The Test of Science Related Attitudes (TOSRA) and the Nature of Science Scale (NOSS) were given pre and post to both groups. Several qualitative instruments were given and student journals were analyzed by gender. The results of TOSRA showed gains in positive attitude for students after they experience a research-based curriculum for six of the seven TOSRA scales. However, the control group had similar gains so the mixed design analysis of variance showed no statistically significant differences between control vs. treatment or male vs. female interactions. Much of the qualitative analysis revealed that students' understanding of the nature of science changes considerably after they "do" scientific research. The journal analysis and the "Research is...." question analysis show that students also have a significant affective response to the research experience. Quantitatively, the total NOSS score improvement for the treatment group was substantial (11.4 to 13.8) and better than the control, although it was not a statistically significant difference. Generally, treatment students showed greater improvement on all NOSS scales. Treatment students also had greater gains on the four different process skills measured in this study. Research-based curriculum is an effective way to change students' attitudes towards science and a sound way to increase student understanding about the nature of the research process.
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Casey, Susanne. "Formative assessment : the effect on academic achievement and attitudes toward science /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Kresse, Joel. "Effective strategies for positively impacting students' attitudes and interest in science." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Kresse_JMIT2010.pdf.
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Townsend, Lizabeth Ann. "The effects of laboratory-based activities on student attitudes toward science." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/townsend/TownsendL0812.pdf.
Full textAbstract:
The purpose of this action research was to study the effects of laboratory-based activities on student attitudes toward science. For the purpose of this study, fifth grade students were taught science over a five month period which included the regular science curriculum for the school district, labs from the science series, and additional labs corresponding to the topics in the curriculum that were developed by the teacher or other professionals. Students were given questionnaires and surveys at the beginning and end of the five month period. Surveys and questionnaires included questions about favorite subjects, what was best about science, and how the student understands science. Comments on what kind of lab/activity was most beneficial to increase understanding and what type of lab or activity was preferred were examined. Pre and post data were compared to determine whether or not student attitude toward science changed after the five month period. Although students entered this fifth grade classroom with a good attitude toward science, there was a noticeable increase in science attitude in regard to favorite subject and understanding of science at the end of the time period. The importance of using labs/activities to inspire and increase understanding of science in fifth grade was evident not only in survey results but from statements students made as well.
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Jokić, Boris. "Science and religion in Croatian elementary education : pupils' attitudes and perspectives." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611102.
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Van, Velden David Pieter. "Responsibility of media coverage and media attitudes towards science and technology." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/3379.
Full textAbstract:
Thesis (MPhil (Journalism)--University of Stellenbosch, 2008.The media have a great responsibility to communicate more science to improve public understanding of science to help them make sense of their world. The aim should be to popularize scientific ideas and to create a better understanding of how science is daily altering lifestyles and culture. Scientific literacy is an important element of an all-round educated person, and the media need to fill whatever blanks have been left by his or her formal education. The function of the scientific journalist is to transform scientific ideas and results into a form that other groups can understand. This transformation is as much an intra-scientific as well as an extra-scientific matter, and the forms that such communication take and the consequences for intellectual development vary according to the sort of field involved, the audience addressed and the relationship between them. This transformation process must not affect the truth status of scientific knowledge, but it obviously changes the form in which this knowledge is expressed. Scientists need to unveil the secrets of nature, and need to explain to the public that science is always incomplete and incremental, that knowledge is imperfect. Communicating with the media is becoming an obligation, and popularizing of science is becoming an integral part of the professional responsibility of practicing scientists. This overview indicates that there is a need for scientists to increase their communication skills and activities across a broad field and for journalists to increase their understanding and training in science.
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Van, Velden D. P. "Responsibility of media coverage and media attitudes towards science and technology /." Link to the online version, 2008. http://hdl.handle.net/10019/921.
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Ezell, Deborah Mcpherson. "Effect of Chemoscan Creation on High School Students' Attitudes Toward Science." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7926.
Full textAbstract:
Whether the activity of creating digital art influences high school students' attitudes toward science is unknown. The purpose of this study was to determine if the creation of artistic digital chemoscans by high school students influences their attitudes toward science. In this study, ninth grade high school students' attitudes toward science were examined after participating in the creation of chemoscans in their science classroom. The theory of affective domain helped explain the process that leads to a person's behavior toward a certain phenomenon in the educational setting. The research questions concerned the use of chemoscan creation in the physical science classroom and if and whether implementation effected a change in students' attitudes toward science. Archival pre- and posttest data from the Test of Science Related Attitude was used to measure high school students' attitudes toward science in 7 categories. Archived student pre- and posttest data were treated with multiple regression for analysis. Key findings of this study showed that creation of artistic digital chemoscans (a) impacted one of the seven subscales of science attitude from the Test of Science related Attitude entitled attitude toward the normality of scientists, (b) did not have an impact on the any of the other six subscales from the TOSRA and (c) was influenced by teacher effect. This study may contribute to social change by providing improved training for science teachers who implement digital art activities, which may lead to some students enjoying science more and then possibly going into science careers.
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Lombaard, Deidré. "Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45870.
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This South African study investigated a sample of Grade 4 to 7 Natural Sciences teachers’ attitudes towards botany and botany teaching and these teachers’ botany Pedagogical Content Knowledge (PCK). It explored whether a relationship exists between teachers’ attitudes towards botany teaching and their PCK. The study provides an overview of international and South African literature and research on the underrepresentation of botany and the teaching of botany in Natural Sciences classes. Throughout the study insight is provided on the universal problems of plant blindness and negative attitudes towards botany and botany teaching in the Natural Sciences classroom.
Data were collected during teachers’ interviews, class observations and analyses of lesson plan documents. The results indicated that most teachers harbour negative attitudes towards botany and botany teaching. There are various reasons for this negativity such as past experiences in botany training, zoochauvinism and plant blindness. The Pedagogical Content Knowledge of teachers in this study was insufficient. It was found that teachers’ attitudes towards botany teaching influence their PCK and teachers’ PCK can, in turn, influence teacher attitudes towards botany, which can affect the teachers’ ways of teaching.
This study confirms that problems of plant blindness, zoochauvinism and negativity towards botany and botany teaching that occur elsewhere in the world are also prevalent among South African teachers. This confirmation casts doubts on Natural Sciences teachers’ botany PCK. This study adds to the literature on botany teaching and PCK in the South African contextDissertation (MEd)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
MEd
Unrestricted
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Lillis, David A. "Ethnic minority science students in New Zealand : attitudes and learning environments." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/949.
Full textAbstract:
This thesis describes a study of the attitudes towards science and learning environments among junior secondary school science students in New Zealand, focussing particularly on Maori and Pacific Island students. The rationale for the research was that ethnic minority group students often experience difficulties in adapting to modern science education. The study was restricted to forms three, four and five of the New Zealand education system in order to focus attention primarily on the development of recommendations for enhancement of science education outcomes which relate to the early years of science education.The study aimed to investigate student attitudes towards science and their perceptions of their learning environments by using questionnaire surveys and interviews in order to produce complementary information about students' attitudes and perceptions. The study produced some unexpected findings. For example, Maori and Pacific Island students displayed more positive attitudes towards science than others, and female students displayed more positive attitudes than males. These findings contradict those of many previous studies.The findings of the study are used to provide input to the development of recommendations for the enhancement of educational outcomes for all students, but especially for ethnic minority students in science.
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Lillis, David A. "Ethnic minority science students in New Zealand : attitudes and learning environments." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9832.
Full textAbstract:
This thesis describes a study of the attitudes towards science and learning environments among junior secondary school science students in New Zealand, focussing particularly on Maori and Pacific Island students. The rationale for the research was that ethnic minority group students often experience difficulties in adapting to modern science education. The study was restricted to forms three, four and five of the New Zealand education system in order to focus attention primarily on the development of recommendations for enhancement of science education outcomes which relate to the early years of science education.The study aimed to investigate student attitudes towards science and their perceptions of their learning environments by using questionnaire surveys and interviews in order to produce complementary information about students' attitudes and perceptions. The study produced some unexpected findings. For example, Maori and Pacific Island students displayed more positive attitudes towards science than others, and female students displayed more positive attitudes than males. These findings contradict those of many previous studies.The findings of the study are used to provide input to the development of recommendations for the enhancement of educational outcomes for all students, but especially for ethnic minority students in science.
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Moll, Rachel Francesca. "Science outreach programs : exploring emotions, science identities, attitudes, motivations and decision making about physics in physics competitions." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/14842.
Full textAbstract:
This dissertation is an interpretive, phenomenological study of students' affective learning experiences in two science outreach contexts: the Physics Olympics and BC's Brightest Minds physics competitions. The role of emotions in the manifestation of students' perceived science identities, and impact on attitudes, motivations and decision making about physics are explored using complexity thinking as a theoretical frame. The Physics Olympics and BC's Brightest Minds physics competitions are particularly rich sites for investigating the role of emotions in learning since students participate in teams on challenging activities where they experience success and failure,
expressing strong emotions in the process. Students were interviewed before and after participating and probed for their emotions, attitudes and motivations in physics. During the events students were observed and video recorded. Lapel microphones worn by
students captured conversational data as they interacted during the competitions. Data analysis involved mining the data corpus for expressed emotions and emergent themes guided by each of the three research questions. Common emotions expressed by students at the events included fun, frustration, excitement and disappointment. Expressions of emotion were characterized according to how they were evoked: context, task or novelty evoked emotions. Key findings include that experiencing strong emotions can enhance motivation and learning and characteristics of the contexts and tasks that promote meaningful learning were identified. Conditions of emergence (diversity, redundancy, neighbour interactions and decentralized organization) were employed to describe the manifestation of student perceived science identities. Three types of science identities emerged: student perceived stereotypical science identities, student perceived individual science identities, and team science identities. Shared emotions and memories allowed identities to emerge and strong team science identities emerged from decentralized systems. Most importantly, science identities were dynamic and continuously shifting throughout students' experiences. Dynamic science identities contributed to shifts in student attitudes about physics where their descriptions of physics broadened to include necessary skills such as the ability to work within a team and apply physics concepts to real world situations. This work contributes to a growing literature base in affective learning in science, informal contexts and learning through competitions and design activities. It also contributes to the study of emotions in education by recognizing the generative learning space that is created when emotions are present and the importance of paying attention to affective constructs such as raw emotions and science identity. Moreover, the results of the study contribute to improving teaching and learning of physics and suggest implementing activities both within and outside classroom contexts that are challenging and provide feedback so that emotions are evoked and expressed as students engage in them. Specific recommendations for designing competitions such as the Physics Olympics and BC's Brightest Minds are also offered.
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Williamson, Vanessa. "Paying Taxes: Understanding Americans’ Tax Attitudes." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17464404.
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This dissertation examines American attitudes about taxation. Surveys and interviews shed new light on how Americans think about four fundamental questions: Should one pay taxes, and if so, how much? Who pays their fair share of taxes in America, and who does not? Where should tax money go? How well do we decide how to spend tax money? In considering these four questions, my respondents talked about their feelings of fellowship with others in the political community; their doubts about the quality of their representation in government, and their beliefs about the extent to which work is fairly rewarded. But they could not always identify the tax policies that would enact their values and ideals. They suffered from certain systematic misperceptions that are reinforced both by media discourses and by the day-to-day experience of taxpaying. As a result, their policy preferences are an imperfect mirror of the interests they hold. Specifically, while they see taxpaying as a moral commitment to the community, they tend to underrate the tax contributions made by the poor—a mistake that is reinforced by the taxpaying process. At the same time, the respondents take income tax filing as an annual reminder that government operates beyond the comprehension of average Americans and for the benefit of the wealthy few. Finally, though most they believe the rich need to pay more in taxes, their experiences of the tax system leave them misinformed about the tax reforms that would achieve this end.Social Policy