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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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Küçükaydın, Menşure Alkış. "Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours." Science Education International 32, no. 2 (May 31, 2021): 149–58. http://dx.doi.org/10.33828/sei.v32.i2.8.
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Science Education International ¦ Volume 32 ¦ Issue 2 149 ORIGINAL ARTICLE INTRODUCTION Science classes in elementary schools should seek to enable students to engage in scientific thinking, encourage them to perform work on basic sciences, and positively develop their attitudes toward science classes with a positive educational environment. Studies related to both the healthy construction of classroom environments and attitudes have a long history (Gardner, 1975; Ma and Bateson, 1999; Toma et al., 2019; Zhang and Campbell, 2011). Wang and Berlin (2010) indicated that attitudes toward science are effective factors in attaining goals of science education. In addition, they reported that these factors affect student motivation. According to Zhang and Campbell (2011), scientific attitudes of students also direct their interest in lessons and simultaneously affect their long-term success in courses. Attitude, as an affective domain of learning, is an element affecting learning outputs of students in science courses (Ministry of National Education, 2018). Accordingly, the importance of performing attitude studies emerges with regard to obtaining positive outputs on scientific attitude. Individuals with scientific attitudes have inquisitive and argumentative characteristics; therefore, they do not fall prey to preconceptions or dogmatic belief systems. Individuals with positive scientific attitudes are more willing to identify and solve the problems in their surroundings, as well as being willing to search for solutions. In addition, while scientific attitudes may help an individual to be successful, they also support his or her continual improvement by affecting his or her thinking (Demirbaş and Yağbasan, 2006). In this study, the effect of a different variable on attitude was examined by focusing on the relationship between scientific attitudes and intellectual risk-taking behaviors of elementary school students. Theoretical Background While an individual’s attitude cannot always be observed precisely, it largely directs love, hate, and the ideas of the individual (Morgan, 2005). Munby (1980) examined scientific attitudes in four categories as attitudes toward school science, attitudes toward science careers, attitudes toward science itself, and attitudes toward specific issues in science. This examination, indeed, emphasizes the importance of attitudes in terms of long-term learning and indifference toward science or the development of deep understandings (Hong and Lin, 2011). Gardner (1975), however, divided such attitudes into two, as attitudes toward science and scientific attitudes. Moreover, the scientific attitudes included within the context of this study were expressed as a mixture of the will to know and understand, inquiring attitudes, data collection and sense-making, and evaluation and interpretation of results (Education In this study, the relationship between scientific attitudes and intellectual risk-taking behaviors of fourth-grade students in elementary school in Turkey was examined. A total of 184 students participated in the study, which was conducted based on a survey model. For data collection, the “Scientific Attitude Inventory” and the “Intellectual Risk-Taking and Perceptions About Its Predictors Scale in Science Education” were utilized. Descriptive statistical analyses and t-test, ANOVA, simple linear regression, and multiple regression analyses were utilized for the analysis of the data. As a result of this data analysis, it was observed that these elementary school students have scientific attitudes at the “not sure” level and have intellectual risk-taking behaviors at the “mostly correct” level. Gender was not observed to have an effect on scientific attitude; however, it was effective on intellectual risk-taking behavior. In addition, the analysis results demonstrated that there is a meaningful difference between intellectual risk-taking behaviors of students and the educational levels of their fathers. Moreover, when the relations between other pairs of variables were examined, the variables of intellectual risk-taking, gender, educational level of the mother, and educational level of the father together had low-level but meaningful relations with the scientific attitudes of elementary school students. It was indicated that teachers will contribute to students’ adoption of positive scientific attitudes by introducing the lives and studies of scientists, and it was suggested that the effect of changes in educational patterns in classroom environments be examined through experimental studies on intellectual risk-taking behaviors of students. With the results obtained from this study, more light can be shed on what should be done to support students’ intellectual risk-taking behaviors.
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Erika, E., Edwin Kurniawan, and Azizah Hanum. "Students’ Attitudes based on Adoption of Scientific Attitudes and Interested Expanding Time Learning Science." Lensa: Jurnal Kependidikan Fisika 8, no. 2 (December 28, 2020): 70. http://dx.doi.org/10.33394/j-lkf.v8i2.2952.
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The purpose of this research is to look at the description of scientific attitudes possessed by students at SMPN 17 jambi city based on indicators of adoption of scientific attitudes and indicators of interest in increasing the time of science learning. This research is a quantitative study in which researchers use survey methods with data collection techniques using a questionnaire. The results of the 2 attitude indicators discussed in this study are indicators of the adoption of scientific attitudes of 62.5% of students categorized as good. While the interest in increasing science learning time by 66.4% of students is of sufficient category. Based on the results of research that has been conducted it can be concluded that students have adopted a good scientific attitude and have sufficient interest to increase their science learning time.
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Iswahyuni, Iswahyuni. "COMPUTER SCIENCE STUDENTS’ ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING." Education of English as a Foreign Language 1, no. 2 (July 30, 2018): 43–53. http://dx.doi.org/10.21776/ub.educafl.2018.001.02.05.
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Ilhan, Nail, Zeynel Abidin Yilmaz, and Hülya Dede. "ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 183–93. http://dx.doi.org/10.33225/jbse/15.14.183.
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One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.
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Maison, Maison, Dwi Agus Kurniawan, and Muhammad Sofyan Zain. "Students' Attitudes in Science Learning: Comparison Between Public and Private Junior High Schools." Journal of Education Research and Evaluation 5, no. 4 (August 4, 2021): 568. http://dx.doi.org/10.23887/jere.v5i4.34368.
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Students' negative attitude is a problem that interferes with the science learning process in public and private schools. Students' negative attitude in learning science is a complex problem to solve. The negative attitude shown is that students are disobedient when given assignments and dislike them. It will have an impact on low student learning outcomes. This study aims to determine students' attitudes towards science subjects by comparing private and public schools. The type of research used is a descriptive mixed method. The instrument of this type of quantitative research is in the form of a questionnaire, while the qualitative instrument is an interview sheet for students and teachers of science subjects. The number of samples was 236 students using the purposive sampling technique, while the qualitative samples were eight students and two science teachers. The quantitative analysis technique used is descriptive statistics, and the qualitative analysis technique summarizes the results of the interviews. The result is that students' attitudes towards science subjects in public and private junior high schools are already promising. Based on student attitudes, public schools are categorized as having slightly better attitudes than private schools. The results of interviews with students and teachers can also be revealed that most students have positive attitudes towards science, students who are not positive with actions such as teachers, are active alone when learning activities take place, disturb friends, etc. are at least harmful. Attitudes must be changed in students. The results show that public junior high school students have slightly more positive attitudes than private students.
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Lovelace, Matthew, and Peggy Brickman. "Best Practices for Measuring Students’ Attitudes toward Learning Science." CBE—Life Sciences Education 12, no. 4 (December 2013): 606–17. http://dx.doi.org/10.1187/cbe.12-11-0197.
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Science educators often characterize the degree to which tests measure different facets of college students’ learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students’ attitudes influence their learning. Students’ science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional interventions. The measurement of students’ attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses. In this review, we will describe techniques commonly used to quantify students’ attitudes toward science. We will also discuss best practices for the analysis and interpretation of attitude data.
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Sorge, Carmen. "The Relationship Between Bonding with Nonhuman Animals and Students' Attitudes Toward Science." Society & Animals 16, no. 2 (2008): 171–84. http://dx.doi.org/10.1163/156853008x291444.
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AbstractThis paper examines the relationship of bonding with nonhuman animals during an interactive, animal-in-the-wild science program (Talking Talons) and the science attitudes of 358 young children between the ages of 8 and 14 Talking Talons utilizes typically wild animals such as raptors, reptiles, and bats in a school-based educational science curriculum. Qualitative data from interviews with students in the program indicated that "bonding with animals" (BWA) and the educators (BWE) within the program were related to increased positive attitudes toward science. The program used quantitative methods to examine these dual relationships—with animals and with educators- on student attitude toward science. The program performed a step-wise multiple regression with "Attitude toward Science" as the dependent variable and "Gender," "Age," and "Bonding with Animals" as independent variables. Both "Bonding with Animals" and "Bonding with the Educator" contributed significantly to prediction of the participants' science attitudes. Altogether 28% of the variance in "Science Attitude" was predicted by both "Gender" and "Age" (10%), "Bonding with Animals" (16%) and "Bonding with Educator" (2%). Bonding with the animals had a large quantifiable relationship with student attitudes toward science.
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Toprak Yallıhep, Emine Sena, Hakan Akcay, and Hasan Ozgur Kapici. "Impacts of Serious Games on Middle School Students’ Science Achievement and Attitudes towards Science." International Journal of Technology in Education and Science 5, no. 2 (March 17, 2021): 203–12. http://dx.doi.org/10.46328/ijtes.203.
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Developing students’ attitudes toward science is an important issue because societies need individuals who can contribute to scientific and technological developments. That’s why using various and different instructional tools in science education may have an impact on students’ attitudes towards science positively. Within this respect, the goal of the study is to investigate the effects of serious games on primary school students’ (fifth-grade) science achievement related to the topic of light and sound, and attitudes towards science. A quasi-experimental research design was used in the study. Fifth-grade students from two different classes were the participants in the current study. The data was gathered by the science achievement test and the attitude scale. The findings revealed that whereas students in the experimental group, who were taught by serious games, developed their attitudes towards science significantly positive, their counterparts did not. There was no significant effect of serious game on students’ achievement. This result showed that serious games as a different instructional tool may have crucial impacts on primary students’ attitudes toward science.
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Sammet, Rebecca, and Daniel Dreesmann. "Developing Science Observation Skills." American Biology Teacher 77, no. 7 (September 1, 2015): 517–25. http://dx.doi.org/10.1525/abt.2015.77.7.6.
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Acorn ants (genus Temnothorax) are a powerful model organism for illustrating the variety of interactions in an ecosystem. We developed five teaching units with acorn ants as the exemplary insect. The aim of this study was to provide a quantitative and qualitative analysis of secondary school students’ attitudes before and after teaching units. Students (N = 459) from 22 classes participated in the study. Students’ attitudes were measured using a two-stage test design. We investigated the influence of class level, gender, teaching units, and time period of participation on students’ attitudes. Additionally, we surveyed a subsample of students on their learning enjoyment in 10-minute interviews. The findings suggest that students’ previous investigations with insects in science classes had been few. The results indicate an influence of gender, time period, and the autonomous keeping of ants on attitudes toward the social insects. Although no changes in attitudes were observed for students of lower and higher secondary school, students at the intermediate level had slightly higher attitude scores on the posttest than on the pretest. The majority of students evaluated teaching units positively. Our findings suggest that ant research may offer new opportunities for directing students’ attention to native woodland inhabitants.
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Meuthia, Hirma. "The Growing Scientific Attitudes and Worship to Science for Students." International Journal of Educational Dynamics 1, no. 1 (January 3, 2019): 136–46. http://dx.doi.org/10.24036/ijeds.v1i1.46.
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This study presents a literature review on growing scientific attitudes and literacy towards science for students. Natural science is a product, process, and ends with an attitude that is a scientific attitude. Scientific attitudes are developed through scientific literacy activities or processes in learning when conducting discussions, experiments, simulations, and project activities at the field. Although in the world of education, we have encountered many models that carry out the activities described above in developing students' scientific attitudes. Some of them are inquiry, discovery learning, problem-based learning, project-based learning, and contextual learning. The learning model improves the scientific attitude in learning. However, there are some obstacles in its efforts to foster the scientific attitude of students, one of the problems is that educators lack the relevant pedagogical skills needed in learning in an atmosphere of inquiry. Another disadvantage is that the background of teachers' understanding of scientific literacy content is still poor. This research was conducted to see the factors that influence the scientific attitude of students. Literature research results show that the scientific attitude of students will be positive, if the ability of educators in scientific learning and literacy of science is mastered by the teacher.
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Apata, Funke Susan. "Students’ Attitude to Social Media in Distance Education: Implications for Quality Instructional Delivery in Physics." Asian Journal of Science Education 3, no. 2 (October 6, 2021): 138–51. http://dx.doi.org/10.24815/ajse.v3i2.22008.
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This study examined students’ attitudes to social media (SM) at the National Open University of Nigeria (NOUN) and its implications for quality instructional delivery in physics. The stratified random sampling technique selects the sample size of 640 students that form the representatives from each faculty viz; Arts, Education, Management Sciences, and Science Technology. The number of social media used for the study is twenty-nine in number. The eclectic integration of instruments developed by researchers made the instruments whose reliability and validity were determined. Two research questions and two hypotheses guided the study. Research questions were analysed using descriptive statistics, while ANOVA and t-test analysis was for the hypotheses. Results showed that the attitude of students towards SM was above average (71.66 %). The mean attitudes of female students (67.81) towards SM were higher than their male (62.31) counterparts. The most known social media is Facebook (90%). Findings on DL students’ attitudes in different fields of the study showed no significant difference (p0.05). Students from the faculties of Education and Science Technology scored the highest mean value in attitude to SM. However, the faculty of Management Sciences recorded the lowest attitude to SM. The recommendation was that e-learning oriented programmes that promote attitudes to social media should be in the curriculum. It concluded that positive attitudes recorded by students to social media in Education and Science could leverage transformation in the instructional delivery of physics. Also, a higher mean value for the female students portends better performance for female students in physics. It recommends social medial driven activities to the school curriculum for enhancing instructional physics delivery in distance education.
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Zhan, Jintao, Yubei Ma, Xinye Lv, Meng Xu, and Mingyang Zhang. "Science or prejudice." China Agricultural Economic Review 12, no. 1 (September 30, 2019): 90–107. http://dx.doi.org/10.1108/caer-12-2018-0241.
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Purpose Some researchers argue that consumers’ lack of knowledge is an important factor increasing risk for a new product derived from emerging agricultural technology. The purpose of this paper is to discuss the potential impacts and the differential effects of subjective and objective perceptions on Chinese consumers’ preferences for the application of a novel biotechnology. Design/methodology/approach Taking transgenic technology as an example and employing data from a survey of 1,000 consumers in Jiangsu Province, the authors develop a mixed-process regression model based on Fishbein’s multiple attributes attitude model. Findings The results suggest that there are apparent differences between Chinese consumers’ subjective perceptions and objective perceptions concerning transgenic technology and genetically modified (GM) food, and there exists certain selective perceptions of the emerging biotechnology. Having a subjective perception concerning transgenic technology has a positive effect on consumers’ overall attitudes, whereas subjective and objective perceptions concerning GM foods have a negative effect on consumers’ overall attitudes. Self-identification generated from subjective perception occupies a dominant position in determining consumers’ attitudes. Originality/value Consumers’ attitudes regarding an agricultural product depend on their perception of the attributes of the technology used to produce such a product. This study attempts to distinguish and empirically test urban consumers’ subjective perceptions (self-assessed or perceived) and objective perceptions (obtained from a test) about transgenic technology and GM foods and the impact of these four types of perception on the consumers’ attitudes regarding the application of transgenic technology. In this paper, the authors construct a mixed-process regression model to address the possible endogeneity of the perception variables.
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Platto, Sara, Agathe Serres, and Ai Jingyi. "Chinese College Students’ Attitudes towards Animal Welfare." Animals 12, no. 2 (January 10, 2022): 156. http://dx.doi.org/10.3390/ani12020156.
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Understanding the attitude of stakeholders towards animals is critical for the development and improvement of animal welfare in a country. College students from veterinary, animal, and life sciences majors represent future key stakeholders that will interact with professionals from animal industries. Therefore, it is critical to understand these college students’ attitudes towards animals and their knowledge about animal welfare. The present survey aimed to investigate Chinese college students’ concerns towards different animal classes (i.e., pets, farm, laboratory, and wild animals) through the animal Sentient and Five Freedoms models. Chinese college students from different majors (i.e., related to animal sciences or not) scored very well in their attitude towards both the animal Sentient and Five Freedoms models, with differences depending on the animal class considered. Pets (dogs and cats) had better consideration for both animal Sentient and Five Freedoms models, followed by wild animals, while farm and laboratory animals were less considered. Veterinary science major students showed the strongest differences in attitudes depending on the animal classes considered compared to other majors. Furthermore, respondents showed better attitude scoring if they currently owned or had owned animals, had participated in animal welfare courses, or in laboratory work that involved animals. When compared to previous studies, our results suggest a general improvement of Chinese college students’ attitudes towards animals.
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Kurbanoğlu, Namudar İzzet, and Fatma Koç Nefes. "EFFECT OF CONTEXT-BASED QUESTIONS ON SECONDARY SCHOOL STUDENTS’ TEST ANXIETY AND SCIENCE ATTITUDE." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 216–26. http://dx.doi.org/10.33225/jbse/15.14.216.
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The context-based questions have promise and potential to reduce the test anxiety of students and improve their attitudes towards science. The purpose of this research was to investigate the effect of context-based questions on test anxiety and science attitude of students. The research design employed was a quasi-experimental equivalent control group with a pre-test and post-test design. Samples were 70 secondary school students, selected from the 185 seventh grade students at a public school in Turkey. Test Anxiety and Science Attitude Scales were used to measure their test anxiety and attitude towards science, respectively. The results of the data analysis indicated that the context-based questions significantly reduced the test anxiety of the students in the experimental group and improved their attitudes towards science. In contrast, the conventional questions increased the test anxiety of the control group students, but no significant effect in science attitude was found among them. Further, the results showed that there was a relationship between the pre- and post-test scores of the test anxiety and science attitude of both the experimental and control groups. Key words: attitudes, context-based questions, conventional questions, secondary school students, test anxiety.
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Gauchat, Gordon. "The cultural authority of science: Public trust and acceptance of organized science." Public Understanding of Science 20, no. 6 (May 27, 2010): 751–70. http://dx.doi.org/10.1177/0963662510365246.
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Using the National Science Foundation’s 2006 Science Indicators Survey, this study explores three distinct explanations of public attitudes. First, the knowledge–attitudes model refers to a well tested relationship between public knowledge of science and more favorable attitudes toward science. Second, the alienation model hypothesizes that public disassociation with science is a symptom of a general disenchantment with late modernity, mainly, the limitations associated with codified expertise, rational bureaucracy, and institutional authority. A third approach emphasizes the cultural meaning of science: how various public beliefs about “what science is” relate to acceptance or reservations about science. The Science Indicators Survey shows that US adults view science (what it is or should be) in three distinct ways: 1) in terms of having a systematic method, 2) in terms of social location (i.e., takes place in a university or a laboratory), and 3) in terms of knowledge that should accord with commonsense and tradition. The findings in this study indicate that the knowledge–attitudes, alienation, and cultural meanings models are all valuable for understanding the cultural authority of science. However, the strength of these explanations depends on the type of attitude analyzed.
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Anggraini, Lika, Maison, and Syaiful. "Attitude and Understanding of Concepts: It’s Influence in Science Learning." Journal of Education Research and Evaluation 6, no. 3 (September 8, 2022): 423–30. http://dx.doi.org/10.23887/jere.v6i3.45991.
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Attitude measurement is very important because the teacher can find out that each student responds to science learning with an indication that students reject or accept science learning in students. This research is aimed to analyse how the science attitude of students, analyse understanding of students' concepts on Newton's law material and analyse the effect of science attitudes on students' understanding of concepts in Newton's law material. This research is a mixed type of research, namely a mixed method with the aim of knowing how science attitudes are, how students understand concepts, and the effect of science attitudes on students' conceptual understanding. This study took a sample of 358 junior high school students with the sampling technique used was purposive sampling. The instruments used were student science attitude questionnaires, concept understanding questionnaires, and interview sheets. Analysis of the data used in the form of descriptive statistics, simple linear regression, and Miles Huberman for qualitative data. The results obtained from the study are that the overall average of students is in a good category on both variables, it is also known that there is an influence of 51.2% of the influence of students' science attitudes on students' understanding of concepts. This certainly illustrates that junior high school students in the Telaipura sub-district are quite good at understanding Newton's law concepts.
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Schmidt, Bonnie M., and Richard Mark Nixon. "Improving girls' attitudes towards science." Public Understanding of Science 5, no. 3 (July 1996): 255–68. http://dx.doi.org/10.1088/0963-6625/5/3/005.
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This study evaluated the effect of an outreach project, called the `Scientist Badge for Brownies and Girl Guides', on science attitudes and achievement of girls aged 6-12. The programme reached nearly 1500 girls and consisted of ninety minutes of hands-on activities led by university science student volunteers. Participation appeared to improve the image of scientists held by all girls, but especially in the case of the older Girl Guides. Responses to specific statements designed to assess science attitudes appeared to be age-related: compared to older girls, fewer young participants believed that they will be hurt doing science and more believed that they should participate in regular science activities during their meetings. Although all participants enjoyed the programme, there was a steady decline in confidence in their own scientific ability, with obvious drops at ages 8 and 10. It appears that a small effort by volunteers can have a significant impact on both science achievement and attitude of young girls; however, more effort is required to improve the confidence of a group which is at serious risk of avoiding science.
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Kim, Kyunghee, Minhee Seo, and Bitna Lee. "The Relationship Between Academic Achievement and Affective Attitudes in Math and Science Based on TIMSS Results." Korean Society for Educational Evaluation 35, no. 4 (December 31, 2022): 763–86. http://dx.doi.org/10.31158/jeev.2022.35.4.763.
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For the past 20 years, Korea has shown a very low level of affective attitude in math and science despite high academic achievement scores in international academic achievement evaluations such as PISA or TIMSS. To identify patterns of affective attitudes in math and science, we compared the relationship between affective attitudes and academic achievement through comparisons of high-performing countries. Also, we conducted latent profile analysis on affective attitudes in math and science and investigated the relationship between latent profile and academic achievement. We used cohort data for 4th and 8th graders to compare changes across grades. The results are as follows. First, affective attitudes and academic achievement were positively correlated in all countries, but high-performing countries had very low affective attitudes. Second, according to the results of the latent profile on affective attitudes in math and science, the 4th graders were derived on the basis of positive attitudes, whereas the 8th graders were derived on the basis of negative attitudes. Third, students who belonged to a group with high affective attitudes showed high academic achievement for all graders in Korea. Lastly, educational implications for improving affective attitudes in math and science were proposed.
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Sumarni, Woro, Endang Susilaningsih, and Yeri Sutopo. "Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 39. http://dx.doi.org/10.11591/ijere.v7i1.11138.
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Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study initially has been compiled as many as 43 items. The items in the present scale were adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes towards Chemistry Lessons Scale (ATCLS). After the contents validation of the questionnaire by the expert, the questionnaire is tested on 245 college students. Determination of construct validity which is conducted with exploratory factor analysis obtained 32 items valid question. The result of factor analysis shows that the scale has nine factors that explain 62.105% of the total variance. In addition, it shows the finding of 'reliability coefficient (Cronbach' alpha) of 0.91. The results obtained showed that it has obtained valid and reliable questionnaires as a measuring tool that can be used to determine student attitudes toward chemistry in chemistry foodstuffs lectures.
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McDonald, Katherine E., Christopher B. Keys, and David B. Henry. "Gatekeepers of Science: Attitudes Toward the Research Participation of Adults With Intellectual Disability." American Journal on Mental Retardation 113, no. 6 (November 1, 2008): 466–78. http://dx.doi.org/10.1352/2008.113:466-478.
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Abstract Researchers and Institutional Review Board (IRB) members' attitudes influence scientific knowledge about individuals with intellectual disability. We recruited 260 intellectual disability researchers and IRB members to develop a measure of attitudes toward the research participation of adults with intellectual disability, the Participation in Research Attitude Scale. Findings suggest three conceptual domains: Opportunity and Choice, Help in Decision Making, and Beneficence. We also examined individual differences in attitudes and the relationships between general and specific attitudes. In general, intellectual disability researchers and those with closer relationships to individuals with disabilities had attitudes consistent with disability-rights principles. Some dimensions of global attitudes toward adults with intellectual disability predicted more specific attitudes toward their research participation. Implications are discussed.
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Cholakov, Valery. "Changing Attitudes to Science." Science & Technology Studies 9, no. 1 (January 1, 1996): 50–57. http://dx.doi.org/10.23987/sts.55093.
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Chandrasekhar, S. "Science and scientific attitudes." Nature 344, no. 6264 (March 1990): 285–86. http://dx.doi.org/10.1038/344285a0.
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Böke, Hulusi, and Şakir Tüfekçi. "Examination of sports science faculty students’ attitudes towards online learning by different variables." Physical education of students 25, no. 4 (August 30, 2021): 212–20. http://dx.doi.org/10.15561/20755279.2021.0402.
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Background and Study Aim. In distance education, students’ attitudes towards this method gain importance in the process. The aim of this research is to examine the impact of coronavirus anxiety, academic self-sufficiency and life satisfaction levels of students in the faculty of sports sciences over their attitudes towards online learning.
Material and Methods. A total of 379 sports science faculty students voluntarily participated for the cross-sectional data collection. A simple random sampling method was used in the selection of students from four universities in the Eastern Anatolian region, which make up the universe of the study. Data were collected electronically and analysed by IBM SPSS and AMOS statistical package program.
Results. The structural equity model results revealed that academic self-sufficiency and life satisfaction are positive predictors of online learning attitudes and negative predictors of coronavirus anxiety. Online learning attitude was found to be positively correlated with other variables other than coronavirus anxiety. In addition, it has been determined that the scale total scores are slightly above average, except for coronavirus anxiety.
Conclusions. The results have been discussed in terms of their meaning for the environment of physical education. In this research, which created a model for understanding online learning attitudes in students of the faculty of sports sciences, it was understood that coronavirus anxiety has a statistically significant effect on online learning attitudes while academic self-sufficiency and life satisfaction do not have a statistically significant effect. Students’ positive attitude towards online learning and understanding the predictors of this attitude will be a development to be appreciated by all stakeholders of the subject.
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Mohammed, Salifu Maigari, and Kwaku Darko Amponsah. "Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?" Journal of Education and Training Studies 9, no. 7 (July 27, 2021): 41. http://dx.doi.org/10.11114/jets.v9i7.5266.
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This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.
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Maison, Maison, Haryanto Haryanto, Margaret Dwi Wiwik Ernawati, Yulia Ningsih, Nurdatul Jannah, Tari Okta Puspitasari, and Dodi Setiawan Putra. "Comparison of student attitudes towards natural sciences." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 54. http://dx.doi.org/10.11591/ijere.v9i1.20394.
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The attitude of students during the learning process is essential to be known by an educator to understand how to deal with students in the class. This study aims to determine how students 'attitudes towards science subjects and this study also aim to determine whether there is a comparison of students' attitudes towards natural science subjects in junior high schools in Indonesia. This research was conducted at some state junior high schools in Jambi. Specifically, the research sites were Junior High School 5, Junior High School 6, and Junior High School 26 in Jambi. The research design used in this study was a quantitative approach with survey methods. The research instrument was a science attitude questionnaire. Data were analyzed using descriptive statistics and inferential statistics. The results showed that students' attitudes toward science subjects based on indicators of adoption of scientific attitudes, fun in learning science, and interest in increasing the time to study science were in good categories and also there are significant differences of students’ attitude towards science subjects in the three schools with a comparison value of 0.042 < 0.05.
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ACAR, Ömer, and Kübra ORDU. "Fen Başarı Düzeyi Farklı Ortaokullardaki Öğrencilerin Fen Bilimlerine Yönelik Tutumlarının Sınıf Düzeyi ve Cinsiyet Açısından İncelenmesi." Cukurova University Faculty of Education Journal 51, no. 2 (August 31, 2022): 1043–72. http://dx.doi.org/10.14812/cuefd.1018469.
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The purpose of this study is to examine students’ attitudes towards science with respect to grade level and gender in middle schools with different science achievement levels. For that purpose, two middle schools having low achievement level and one middle school having high achievement level were selected according to the information given by officials working in National Education Directorate of Kastamonu province about middle schools’ achievement levels in Kastamonu. Study sample consisted of 282 students at different grade levels attending to two low achieving schools and 302 students attending to the high achieving school. Attitudes towards Science Scale was used as the data collection instrument. Results of factor analyses showed four factors under this instrument: learning science in school, science outside school, self concept in science, and importance of science. Study results showed that grade level had a significant effect on only science outside school subscale of Attitudes towards Science Scale both in low and high achieving schools. Furthermore, for all grade levels no significant effect of gender on any subscales of Attitudes towards Science Scale was observed in low achieving schools. On the other hand, it was found that gender had a significant effect on different subscales of Attitudes towards Science Scale in 5th, 6th and 7th grades in high achieving schools. Recommendations were given about what cautions can be taken for the development of attitudes towards science among students in both school types and how to close gender-based attitude gap which was found in favor of girls only in the high achieving school.
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Badarudin, Badarudin. "THE EFFECTIVENESS OF STEM BASED LEARNING IN IMPROVING SCIENTIFIC THINKING ABOUT GRADE V OF ELEMENTARY SCHOOL." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 1 (April 1, 2021): 38. http://dx.doi.org/10.30595/dinamika.v13i1.9320.
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This study is backgrounded by student’s scientific attitude which is still low in process of Natural Sciences in grade V SD/MI. The present study aimed to determine the improvement of scientific attitudes by using learning based on Science, Technology, Engineering, and Mathematics (STEM). This study is a class action research. Subjects of this study are students of class V in MI Muhammadiyah Kramat with a total of 20 students, consisting of 15 men and 5 women. The instrument used is a questionnaire and a scientific attitude observation sheet as well as a science learning achievement test. The results of this study there is an increase in scientific attitudes and learning achievement using the STEM model in grade V. Based on the questionnaire scientific attitude in the first cycle to get an average score of 3.7 or 74% which includes good criteria and then increased in the second cycle to get an average score of 4.2 or 84% which includes good criteria. Improvement of science learning achievement in the first cycle got an average value of 55.1 with 40.3% mastery learning and cycle II got an average value of 71.65 with 82% mastery learning. Each stage in STEM can facilitate the improvement of scientific attitudes in learning science in grade V SD/MI
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Maltar Okun, Tanja, Majda Rijavec, and Marko Ćaleta. "ASSOCIATION BETWEEN ATTITUDES TOWARDS SCIENCE SUBJECTS AND GRADES: THE MEDIATION ROLE OF LEARNING STRATEGIES." Problems of Education in the 21st Century 80, no. 4 (August 25, 2022): 547–64. http://dx.doi.org/10.33225/pec/22.80.547.
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The students’ attitudes towards school subjects may influence their behaviour and various educational outcomes. The research aimed to test students’ attitudes towards the subjects of Biology, Chemistry, and Physics, and to examine the associations between those attitudes and students’ learning strategies and grades achieved. The study included 245 eighth-grade students from five schools in Koprivnica-Križevci County in the Republic of Croatia. Attitude scale towards science subjects and Learning strategies scale were employed. The results of the analysis of variance showed a significantly higher assessment of interest for Biology and Physics than for Chemistry, while the assessment of importance for Biology was significantly higher than for Chemistry and Physics. Attitudes toward Biology, Chemistry, and Physics were positively correlated with the grades achieved in those subjects. Results of the mediation analysis indicated that the learning strategies were mediators between the attitude towards the science subject and the grades achieved in those subjects. Students with a more positive attitude towards a subject employ a deeper approach to learning, which ultimately results in a higher grade. Keywords: lower secondary education; mediation analysis; school achievement, scientific subjects; student attitudes
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Hasanah, Suci Ismiatul, Romy Faisal Mustofa, and Ryan Ardiansyah. "Correlation between Generic Science Skills and Scientific Attitudes on Learning Outcomes." BIOEDUSCIENCE 4, no. 2 (December 31, 2020): 124–28. http://dx.doi.org/10.22236/j.bes/424942.
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Background: Various factors can support efforts to improve student learning outcomes, including generic science skills and scientific attitudes. The study aims to determine the correlation between generic science skills and scientific attitudes on student learning outcomes. Methods: This research is a correlational study using a dual paradigm design with two independent variables. The sample was that used was 60 people who came from 11th grade of Science Program. Result: The result of this research is that there is a strong and very significant correlation between generic science skills and scientific attitudes towards learning outcomes. This is supported by the data analysis results, namely a significance value of 0.000 and a correlation coefficient of 0.623. Conclusion: It could be concluded that generic science skills and scientific attitudes contribute to improving student learning outcomes because students who have generic science skills and an excellent scientific attitude will get optimum learning outcomes. Therefore, generic science skills and scientific attitudes that exist in students must continue to be trained and developed.
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Ichsan, Ilmi Zajuli, Rika Sa'diyah, Nur Fadli Hazhar Fachrial, Ainur Rosyid, and Rosa Susanti. "Pre-Service Elementary Teacher in Global Warming and Environmental Health Issue: Attitude in Natural Science Learning." Jurnal Penelitian Pendidikan IPA 8, no. 3 (July 31, 2022): 1199–203. http://dx.doi.org/10.29303/jppipa.v8i3.1485.
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Pre-service elementary teachers’ attitude in supporting the achievement of the ecosystem and environmental balance is necessary to implement. Most global warming topic taught in natural science learning has yet to be based on environmental orientation. This research purpose was to analyze pre-service elementary teachers’ attitudes in preventing global warming and environmental health issue. The research uses a descriptive method with the data collection technique of the survey. The research samples include 239 students of the Department of Elementary Teacher Education in Jakarta, Bogor, Depok, Tangerang, Bekasi (Jabodetabek) area. These students are pre-service elementary teachers. Data analysis used is by comparing the average score of each item and indicator. The research result indicates that the average score for attitudes is 87.33 suggesting that the attitude score is relatively high. The attitudes, however, have not been fully implemented in the form of attitudes to prevent global warming and environmental health issue. Natural science learning plays a prominent role in providing understanding related to global warming. The research results also recommend the application of more applicable lecture activities to the pre-service elementary teachers to improve the pre-service teacher attitude in natural science learning. The research concludes that the score of the pre-service elementary teachers’ attitudes is within a high category
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Milutinovic, Dragana, Dragana Simin, Jelena Kacavendic, and Vesna Turkulov. "Knowledge and attitudes of health care science students toward older people." Medical review 68, no. 11-12 (2015): 382–86. http://dx.doi.org/10.2298/mpns1512382m.
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Introduction. Education of health science students in geriatrics is important in order to provide optimal care for the growing number of elderly people because it is the attitudes of health professionals toward the elderly that play the key role in the quality of care provided. Therefore, the aim of this study was to assess the knowledge and attitudes of health care science students towards ageing and care for the elderly. Material and Methods. The present cross-sectional study was carried out on a sample of 130 students (medical, nursing and special education and rehabilitation) of the Faculty of Medicine, University of Novi Sad. The students were divided into two groups. The first group (E) included students having been taught geriatrics and nursing older adults and the other group (C) included students who had not been trained in this subject. The authors used Palmore?s facts on Ageing Quiz for the knowledge evaluation and Kogan?s Attitude toward Older People Scale for the attitude evaluation. Results. The results of Facts on Aging Quiz showed the average level of students? knowledge and statistically significant difference between E and C group. The analysis of Kogan?s Attitudes toward Old People Scale showed that both groups had neutral attitudes toward older people. Furthermore, a positive correlation between students? knowledge and attitudes was found. Conclusion. There is increasing evidence on the correlation between education, knowledge and attitudes toward older people which suggests that by acquiring better insights into all aspects of ageing through their education the students develop more positive attitudes and interest in working with older adults.
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Puspitasari, Winda, Azwir Anhar, Zulyusri Zulyusri, and Ristiono Ristiono. "The Analysis of Spiritual and Social Attitudes in the Science-Biology Learning Process of students Class VIII of SMPN 20 Padang." Bio-Edu: Jurnal Pendidikan Biologi 5, no. 1 (April 3, 2020): 1–9. http://dx.doi.org/10.32938/jbe.v5i1.466.
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The attitude assessment of the 2013 curriculum is needed to prepare a moral and civilized generation by following the objectives of this curriculum. This study aims to determine the spiritual and social attitudes in the Science-Biology learning process of students Class VIII SMPN 20 Padang. aspects observed are 1)respecting and soulful the teachings of the religion they hold, 2)honest, 3)discipline 4)responsibility, 5)polite, 6)self-confidence, 7)caring. This type of research is descriptive research. Data collection using questionnaires and observation sheets then conducted a percentage analysis to determine the average score obtained from the two assessment techniques. The Data obtained will be shown through images. The result of this research is the assesement of spiritual and social attitudes during the learning process of Sciences-Biology learning process of students Class VIII of SMPN 20 Padang have a good criteria. Spiritual attitude of students Class VIII of SMPN 20 Padang have a good criteria in the aspect of respecting and soulful the teachings of the religion they hold. Social attitudes of students Class VIII of SMPN 20 Padang have a good criteria on the five aspects of attitudes observed, such as 1) discipline, 2) responsibility, 3) polite, 4) self-confidence, and 5) caring, while one other aspect of attitude have a enough criteria, namely aspects of honest attitude.
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CELIK, Aslı Bahar, and Aslı GORGULU ARI. "Ortaokul Öğrencilerinin Bilim ve Fen Bilimleri Dersine Yönelik Tutumları." Academic Perspective Procedia 2, no. 1 (April 6, 2019): 76–82. http://dx.doi.org/10.33793/acperpro.02.01.17.
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The aim of this study is to examine the attitude of secondary school students towards science and science course. The descriptive survey model, in which participants' views, interests, skills, abilities and attitudes can be determined, was chosen from the general screening models in order to determine the attitudes of the students towards the Science and Science course. The research was carried out with 197 secondary school students (46 fifth, 36 sixth, 60 seventh , 55 eighth grade students) at the public school in Sarıyer, İstanbul. The Attitude Scale of Science Lesson was applied as a data collection tool. Frequency ratios of the data obtained were calculated. According to the results of the research, it was observed that the attitudes of the students towards the science course were positive, but their attitudes towards science were not positive and they had prejudices about this subject.
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Sumarni, Woro, Endang Susilaningsih, and Yeri Sutopo. "Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 39. http://dx.doi.org/10.11591/ijere.v1i1.11138.
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<p>Developing students' positive attitude toward learning is one of the important<br />things, because some researchers mention that attitudes toward the subjects<br />are related to academic achievement. Teachers, in the implementation of<br />learning can evaluate attitudes toward the subjects, in order to know how<br />students' attitude toward learning that is/has been going on. Therefore, an<br />attitude assessment is required for valid, reliable and practical learning. The<br />purpose of this research is to develop a Likert scale type questionnaire that<br />can measure students' attitudes toward chemistry. In this study initially has<br />been compiled as many as 43 items. The items in the present scale were<br />adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes<br />towards Chemistry Lessons Scale (ATCLS). After the contents validation of<br />the questionnaire by the expert, the questionnaire is tested on 245 college<br />students. Determination of construct validity which is conducted with<br />exploratory factor analysis obtained 32 items valid question. The result of<br />factor analysis shows that the scale has nine factors that explain 62.105% of<br />the total variance. In addition, it shows the finding of 'reliability coefficient<br />(Cronbach' alpha) of 0.91. The results obtained showed that it has obtained<br />valid and reliable questionnaires as a measuring tool that can be used to<br />determine student attitudes toward chemistry in chemistry foodstuffs<br />lectures</p>
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Hastürk, Gamze, and Oğuzhan Özdemir. "Investigation of Prospective Preschool Teachers’ Attitudes towards Science Education and Learning Styles." Journal of Educational Issues 7, no. 1 (May 6, 2021): 260. http://dx.doi.org/10.5296/jei.v7i1.18471.
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The knowledge, skills and attitudes of prospective pre-school teacher towards science education enable more effective classroom practices and science teaching. Teaching scientific processes at an early age affects students’ attitudes towards science in the coming years. In this context, this study was designed to examine the relationship between prospective pre-school teachers’ attitudes towards science education and their learning styles. The study was designed as correlational survey model. The sample of this study consists of 193 (165 female, 28 male) prospective pre-school teachers studying in the first, second, third and fourth class of faculty of education of a state university. The data were collected using the “The Science Teaching Attitude Scale” developed by Thompson and Shringley (1986) and adapted into Turkish by Özkan, Tekkaya, and Çakıroğlu (2002) and “Kolb Learning Style Inventory” developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive statistical analysis and predictive statistical analysis were used in the statistical calculations of the data obtained in the study. As a result of the study, it was found that there was no statistically significant difference in the attitudes of prospective teachers towards science education according to their learning styles. In addition, it was determined that prospective pre-school teachers developed positive attitude towards science education and had different learning styles. Based on the results, suggestions have been made regarding the organization of learning environments according to learning styles and the studies that will increase the attitude levels towards science education.
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Blázquez Abellán, Gemma, Jesús López-Torres López, Mª José Moreno de la Rosa, Angel López González, Joseba Rabanales Sotos, and Jesús Dativo López-Torres Hidalgo. "Attitudes towards Tattoos among Spanish Health Science Students." European Journal of Investigation in Health, Psychology and Education 12, no. 12 (November 22, 2022): 1719–28. http://dx.doi.org/10.3390/ejihpe12120121.
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(1) Background: The aim is to ascertain health science students’ attitudes towards tattoos and their association with healthy lifestyles and socio-demographic variables. (2) Methods: Descriptive study conducted on pharmacy, medical and nursing students (n = 423). To ascertain attitudes towards tattoos, we used the Attitudes Towards Tattoos Scale. Other variables were physical activity, healthy diet, harmful habits and socio-demographic variables. (3) Results: A total of 12.6% (95% CI 9.1–16.2) of students reported having a tattoo; 58.9% did not regard tattoos as a health risk. In terms of attitudes, the mean score in the range of 7–35 (7—most unfavourable to 35—most favourable) was 22.6 (SD 5.2; 95% CI: 22.0–23.2). Scores were higher (p < 0.05) among women (23.1; SD: 5.3), persons aged <20 years (23.6; SD: 5.0) and smokers (23.9; SD: 4.6). Attitudes were found to be more favourable (p < 0.05) in nursing students than in pharmacy or medical students. No relationship was observed with physical activity, healthy diet or drug use. (4) Conclusions: The attitude to tattoos is most favourable among women, persons aged under 20 years and nursing students. In terms of health habits, attitudes are more favourable among smokers, regardless of their level of physical activity, compliance with healthy eating guidelines or consumption of alcohol or other drugs.
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Hosler, Jay, and K. B. Boomer. "Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?1." CBE—Life Sciences Education 10, no. 3 (September 2011): 309–17. http://dx.doi.org/10.1187/cbe.10-07-0090.
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Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students’ attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors’ content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way.
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Lifshin, Uri, Peter J. Helm, Jeff Greenberg, Melissa Soenke, and Tom Pyszczynski. "Women Want the Heavens, Men Want the Earth." Journal of Individual Differences 40, no. 3 (July 2019): 156–67. http://dx.doi.org/10.1027/1614-0001/a000288.
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Abstract. Efforts are being made in the field of medicine to promote the possibility of indefinite life extension (ILE). Past research on attitudes toward ILE technologies showed that women and more religious individuals usually have more negative attitudes toward ILE. The purpose of this research was to investigate whether gender differences in attitude toward indefinite life extension technologies could be explained by religiosity, afterlife beliefs, and general attitudes toward science. In four studies ( N = 5,000), undergraduate participants completed self-report questionnaires measuring their support for life extension as well as religiosity, afterlife beliefs, and attitude toward science (in Study 3). In all studies, men supported ILE more than women, whereas women reported greater belief in an afterlife. The relationship between gender and attitude toward ILE was only partially mediated by religiosity (Studies 2–4) and by attitudes toward science (Study 3).
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Ali, Parveen J., Sanwar Ali, and Waleed E. Farag. "An Instrument to Measure Math Attitudes of Computer Science Students." International Journal of Information and Education Technology 4, no. 5 (2014): 459–62. http://dx.doi.org/10.7763/ijiet.2014.v4.450.
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Reed, David E., Emily C. Kaplita, David A. McKenzie, and Rachel A. Jones. "Student Experiences and Changing Science Interest When Transitioning from K-12 to College." Education Sciences 12, no. 7 (July 19, 2022): 496. http://dx.doi.org/10.3390/educsci12070496.
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Student attitude and involvement in the sciences may be positively or negatively influenced through both formal academic experiences and informal experiences outside the classroom. Researchers have reported that differences in science interest between genders begin early in a student’s career and that attitudes towards a particular field of science can be correlated to achievement in that field. In this study, we approach the question of how attitudes towards science have been shaped using college-age students. Survey data from students in similar academic positions were employed to control for differences in cultural and academic progress. Results from a self-reflection survey indicated that general personal interest in both science as a process and field-specific content increased from elementary school through high school until entering college. Differences arose between self-identified genders in student experiences with science, both while in groups and when on their own. Female students had higher rates of participation and enjoyment with science in groups, while male students more frequently enjoyed science alone. Students, regardless of gender, rarely had negative experiences with science outside of the classroom. However, male students’ interest in science surpassed female students’ during high school. Declining interests in quantitative aspects of science (mathematics and statistics) were more frequently reported by female students and non-STEM majors during and before their college experience. Connecting student attitudes regarding science to their pre-college experiences with science early in their college career may be important to understanding how to best engage all genders, as well as non-STEM majors, in their college science courses.