Academic literature on the topic 'Test of Science-Related Attitudes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Test of Science-Related Attitudes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Test of Science-Related Attitudes"
1
Khatoon, Zohra. "Development of TOSRA (Test of Science Related Attitudes) Instrument for Science Related Attitude Studies in Sindh Province." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (June 30, 2021): 79–94. http://dx.doi.org/10.35993/ijitl.v7i1.1327.
Full textAbstract:
This study aims to explore the implementation of attitude measurement tool known as Test of Science-Related Attitudes (TOSRA) in Sindh. 1097 higher-secondary level students from Hyderabad division of Sindh participated in the study. The alpha reliability values of different scale of TOSRA were analysed and enhanced to acceptable and good level using statistical techniques. The alpha coefficients for adapted TOSRA scales were observed as; Social Implications of Science (0.707), Adoption of Scientific Attitudes (0.801), Classroom Enjoyment (0.779), Leisure Interest in Science (0.767) and Career Interest in Science (0.701). The overall alpha coefficient for adopted (five-scale) TOSRA questionnaire administered in this study was 0.912. Similarly, the values of discriminant validity of the scales were deduced using correlation techniques for these scales where mean correlation between the scales ranged from 0.49 to 0.57. The adopted version of TOSRA was developed based on the statistical analyses including Cronbach alpha, Pearson’s correlation, and factor analysis, and showed sufficient validity and reliability to be implemented in subsequent research to measure students’ attitude towards science in province of Sindh, Pakistan.
Keywords: Attitude towards Science, TOSRA, Instrument development, Science Education, Higher secondary students
2
Khalili, Khalil Y. "A crosscultural validation of a test of science related attitudes." Journal of Research in Science Teaching 24, no. 2 (February 1987): 127–36. http://dx.doi.org/10.1002/tea.3660240205.
Full text
3
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.
Full textAbstract:
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.
4
CALıK, Imren, and Munise SECKıN-KAPUCU. "The Effect of Digital Story-Supported Science Practices on the Scientific Attitudes of 7th-Grade Students." Eurasia Proceedings of Educational and Social Sciences 21 (December 31, 2021): 1–14. http://dx.doi.org/10.55549/epess.1040437.
Full textAbstract:
This study aims to examine the effect of supporting science applications courses with digital stories on the scientific attitudes of 7th-grade students. In this study, a quasi-experimental design was used. The study was carried out in the 2020-2021 academic year, during the 7th-grade Science Applications course of a state secondary school affiliated to the Eskisehir Provincial Directorate of National Education. The study sample consisted of 93 students from four branches, 53 male and 40 female, taking the Science Applications course. The lessons were supported by digital stories in the experimental group during the implementation process, whereas the control group followed the current curriculum. The data collection process was completed in six weeks. The scientific attitude scale was applied in the first week of this six-week process as the pre-test. 12 digital stories were used in the second, third, fourth, and fifth weeks. The scientific attitude scale was applied in the last week again as the post-test. Descriptive statistics and t-test for dependent and independent groups were used to analyze the quantitative data obtained from the Scientific Attitude Scale. A significant difference was found between the pre-test and post-test mean scores of experimental and control group students regarding their scientific attitudes, the pre-test-post-test related to the scientific attitudes of control group students, and the pre-test-post-test mean scores of experimental group students' scientific attitudes. As a result of the statistical analysis, it was concluded that digital storytelling positively improved students' scientific attitudes in the applied group.
5
Muniandy, Thiwagar, Sabariah Sharif, and Muralindran Mariappan. "The Effect of Robotics Program on Students Attitude Towards Science." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 4 (April 10, 2022): e001422. http://dx.doi.org/10.47405/mjssh.v7i4.1422.
Full textAbstract:
The purpose of this research is to study the effect of robotics program on students attitude towards science. A total of 374 year 6 students (12years old) involving 10 primary schools from Malacca and Selangor have participated in this study. The researcher used Test of Science Related Attitudes (TOSRA) questionnaire developed by Fraser (1981) to measure students attitude towards science. In this study the researcher used a non-survey quantitative approach method with a quasi- experimental design involving treatment and control group. The changes in students attitude towards science was measured in three different times involving pre-test, post-test 1 and post-test 2. The researcher has performed two inferential statistical test, Repeated Measures Analysis of Variance (ANOVA) and One-way Analysis of Covariance (ANCOVA) at significant level of
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
Dalege, Jonas, Denny Borsboom, Frenk van Harreveld, and Han L. J. van der Maas. "A Network Perspective on Attitude Strength: Testing the Connectivity Hypothesis." Social Psychological and Personality Science 10, no. 6 (August 6, 2018): 746–56. http://dx.doi.org/10.1177/1948550618781062.
Full textAbstract:
Attitude strength is a key characteristic of attitudes. Strong attitudes are durable and impactful, while weak attitudes are fluctuating and inconsequential. Recently, the causal attitude network (CAN) model was proposed as a comprehensive measurement model of attitudes, which conceptualizes attitudes as networks of causally connected evaluative reactions (i.e., beliefs, feelings, and behavior toward an attitude object). Here, we test the central postulate of the CAN model that highly connected attitude networks correspond to strong attitudes. We use data from the American National Election Studies 1980–2012 on attitudes toward presidential candidates ( N = 18,795). We first show that political interest predicts connectivity of attitude networks toward presidential candidates. Second, we show that connectivity is strongly related to two defining features of strong attitudes—stability of the attitude and the attitude’s impact on behavior. We conclude that network theory provides a promising framework to advance the understanding of attitude strength.
9
Navarro, Marianela, Carla Förster, Caterina González, and Paulina González-Pose. "Attitudes toward science: measurement and psychometric properties of the Test of Science-Related Attitudes for its use in Spanish-speaking classrooms." International Journal of Science Education 38, no. 9 (June 12, 2016): 1459–82. http://dx.doi.org/10.1080/09500693.2016.1195521.
Full text
10
Retni S, Budiarti, Kurniawan Dwi Agus, Triani Elza, and Perdana Rahmat. "Evaluation of the Results of Attitudes and Self-Efficacy of Middle School Students in Science Subjects." Journal of Education Research and Evaluation 5, no. 4 (August 4, 2021): 525. http://dx.doi.org/10.23887/jere.v5i4.36409.
Full textAbstract:
Good attitudes and self-efficacy in each student's personality are very important to have in order to maximize the activities and learning outcomes of each student. The urgency of this research as a reference to the educators in conducting teaching to find out the significant and continuous impact on the success of student achievement in science subjects and student performance on the variables of self-efficacy and attitude in learning. This study aims to determine the differences and the relationship between attitudes and self-efficacy of students in science subjects. The type of research is comparative quantitative. The number of respondents as a sample is 74 students. The data collection technique used simple random sampling. The results of the study using the T test, which is a significant difference in student attitudes in science lessons, both female and male students in class VII A and class VII B. From the results of the T test for self-efficacy, there are differences in student self-efficacy in lessons Science both students and male students in class VII A and class VII B. The results of the correlation test between students' attitudes and self-efficacy towards science subjects in class VII A and VII B showed that attitudes and self-efficacy were related. This study has limitations including researchers only measuring the attitudes and self-efficacy of students in class VII. Recommendations for further researchers can research or measure students' interests and motivations or make generalizations about this research.
Dissertations / Theses on the topic "Test of Science-Related Attitudes"
1
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.
Full textAbstract:
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.
2
Schulteis, Michael. "The condition and effects of evolutionary education in the parochial school." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/2206.
Full textAbstract:
The purpose of this research was to determine the condition of evolution education in American parochial schools and the effect of evolution education on students' attitudes toward science. Data were gathered using Eraser's Test of Science Related Attitudes (TOSRA) and Bilica's Teaching Evolutionary Topics Survey (TETS). The research participants consisted of 60.3% of biology teachers currently teaching in Lutheran high schools in the United States, and 479 Lutheran high school biology students grades 9-12 in California, Nevada, and Arizona. In the first attitudinal study done specifically on parochial students, statistical analysis confirmed the reliability and validity of the TOSRA instrument for parochial school students. In a quasi-experimental design, analysis revealed that student science attitudes do change as a result of participating in a unit on evolution in the first year biology classes of secondary parochial schools. The emphasis placed by teachers on particular evolutionary topics was also analysed. It was found that all Lutheran high school biology teachers present evolution to some extent although not all topics are emphasized equally. The results also demonstrate that parochial school teachers have nearly the same emphasis placed on evolution as do public school teachers.
3
Schulteis, Michael. "The condition and effects of evolutionary education in the parochial school." Curtin University of Technology, Science and Mathematics Education Centre, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15999.
Full textAbstract:
The purpose of this research was to determine the condition of evolution education in American parochial schools and the effect of evolution education on students' attitudes toward science. Data were gathered using Eraser's Test of Science Related Attitudes (TOSRA) and Bilica's Teaching Evolutionary Topics Survey (TETS). The research participants consisted of 60.3% of biology teachers currently teaching in Lutheran high schools in the United States, and 479 Lutheran high school biology students grades 9-12 in California, Nevada, and Arizona. In the first attitudinal study done specifically on parochial students, statistical analysis confirmed the reliability and validity of the TOSRA instrument for parochial school students. In a quasi-experimental design, analysis revealed that student science attitudes do change as a result of participating in a unit on evolution in the first year biology classes of secondary parochial schools. The emphasis placed by teachers on particular evolutionary topics was also analysed. It was found that all Lutheran high school biology teachers present evolution to some extent although not all topics are emphasized equally. The results also demonstrate that parochial school teachers have nearly the same emphasis placed on evolution as do public school teachers.
4
Rosales, Ava Dawn Innerarity. "A precollege engineering program’s effects on the grade eight minority students’ attitudes and achievement in science and mathematics." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1061.
Full textAbstract:
The National Science Board has declared that the production of citizens literate in science, technology, engineering and mathematics (STEM) is at an all time low in the United States. Schools are not sufficiently preparing students to enter and complete postsecondary studies in STEM areas to ensure their global competitiveness and place the economy in the stable standing experienced over the decades The U.S. has been known for its innovation; however, in the changing global climate, countries like India and China are out-producing, out-graduating and becoming the technological centres of the 21st Century. Thirty-five years ago, several organizations tried to address similar issues while focusing on minorities. Nevertheless, these efforts had not seemed to take a stronghold in school districts until recently, and even then, the question remains - What impact is the program having on eliminating the achievement gap so that all students are prepared to enter postsecondary studies in STEM?This research attempts to examine a precollege engineering program’s impact on minority students’ attitudes and achievement in mathematics and science. The program is called SECME, formerly the Southeastern Consortium for Minorities in Engineering. The study used a research framework for curriculum evaluation to assess the presence and participation of middle school minority students in a precollege engineering program through an analysis of the intent of the program, its implementation and the actual program outcomes. The research incorporated a prepost design with triangulation of methods through the use of pre- and posttest surveys using the modified Test of Science Related Attitudes (TOSRA) and Test of Mathematics Related Attitudes (TOMRA), researcher-developed questionnaires, and observations. Academic achievement was determined by student performance on the state administered Florida Comprehensive Assessment Test (FCAT).The setting of the study took place in an urban public school district, the fourth largest in the nation, located in the southeast section of the United States of America (USA). In this district, the minority group actually represented the majority of the district population; a demographic trend that is expected to be realised nationally in the next 50 years. The study took place over a two-year period and only sampled students from heterogeneously-mixed or co-educational middle school environments. However, due to problems with collecting post-test data, only the second year of the data are reported in this thesis. The participants in this study were from 10 of the 54 middle schools in the district. In-depth case studies were conducted with three of the schools which were purposefully selected for their diverse representations of student populations across the district.The modified TOSRA and TOMRA were used, along with researcher developed questionnaires, to analyse SECME and non-SECME middle grades students’ attitudes towards science and mathematics, respectively. The criterion-referenced test that held schools accountable for instruction, the Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards (SSS), along with the FCAT Norm-Referenced Test (NRT) were used to ascertain and compare student achievement in science and mathematics, respectively. The FCAT SSS assesses the state standards that are expected to be taught in Florida science classrooms, and the FCAT NRT compares Florida students with their peers nationally. An analysis of these data indicated that a comparison in science achievement and attitudes to science between ethnicities for SECME and non-SECME students indicated no significant difference on the subscale posttest attitudinal scores. There were, however, significant differences for the non-SECME students between ethnicities and their scores on the FCAT SSS, in particular between White American and African American and between Others and African American students.In mathematics, there was a significant difference with respect to the FCAT SSS Mathematics and Achievement Levels, in favour of non-SECME students. Of note, there were no significant differences in the NRT Mathematics percentile and posttest attitudinal scores of the TOMRA for SECME and non-SECME males. This is of particular interest because the NRT compares students nationally as opposed to the FCAT SSS that assesses the student’s knowledge solely of the state’s curriculum content. Overall analysis, also indicated no statistically significant differences between ethnicities for the SECME students on the TOMRA scales or the Mathematics Achievement tests as opposed to the non-SECME students that demonstrated a statistically significant difference between ethnicities. This finding appears to be an indication that the achievement gap across ethnicities in this sample of SECME students did not exist. Another finding of interest was that Adoption of Scientific Attitude is a significant, independent predictor of FCAT Mathematics Achievement Level, and for SECME students, Enjoyment of Mathematics Lessons correlated positively with FCAT SSS Mathematics scores and FCAT NRT Mathematics percentile scores.The implementation of the program seems to be addressing the needs of minority participation with respect to Hispanic males, but insufficiently for the African American males and females. This finding was evident with the number of respondents on the surveys and participation in SECME program offerings and in the case studies. Qualitative data revealed that there is a lack of African American male coordinators and role models for the students participating in the SECME program which could result in fewer numbers of these students participating in events. There was also commentary that transportation was an issue for these students which may have contributed to the low participation of these students in Saturday seminars.A more extensive representation of the SECME program’s achieved curriculum would have been better analysed without certain limitations to the study. One such limitation was the fact that the FCAT SSS and NRT for science were only administered in the middle school years during grade 8. This limited the study sample for the quantitative data collection. Additionally, a longitudinal study of these same students as they move through senior high school, college, and eventually careers, should be forefront for further research to assess the efficacy of this and any other precollege engineering program.
5
Idiris, Suleiman Alhaji. "An investigation of the nature and effects of the learning environment in agricultural science classrooms in Nigeria." Thesis, Curtin University, 1994. http://hdl.handle.net/20.500.11937/1995.
Full textAbstract:
This study consolidates a long tradition of research involving the development/adaptation and validation of instruments assessing students' perceptions of psychosocial aspects of their classroom learning environments, and their use in investigating both the effects of classroom environment on student outcomes and determinants of classroom environment. The present study is distinctive, however, in that it is one of the few such studies conducted in Nigeria and the first classroom environment study conduced specificallly in agricultural science classrooms.The sample consisted of 1 175 students in 50 classes in 20 schools in eight states and the Federal Capital Territory. Both the individual student and the class mean were used as units of statistical analysis. The classroom environment instrument assessed negotiation, autonomy, student centredness, investigation and differentiation, and the student outcomes were attitudes, enquiry skills and practical performance.Each classroom environment scale was found to have satisfactory internal consistency reliability and discriminant validity and to differentiate between the perceptions of students in different classrooms. Satistically significant associations were found between classroom environment and the two student outcomes of attitudes and enquiry skills, but not for practical performance. When classroom environment dimensions were used as dependant variables, significant differences were found between schools with different school-level environments and between schools in forest and savanna regions.
6
Coates, Mark A. "Event Related Potential Measures of Task Switching in the Implicit Association Test." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19917.
Full textAbstract:
Since its creation in 1998, the Implicit Association Test (IAT) has become a commonly used measure in social psychology and related fields of research. Studies of the cognitive processes involved in the IAT are necessary to establish the validity of this measure and to suggest further refinements to its use and interpretation. The current thesis used ERPs to study cognitive processes associated with the IAT. The first experiment found significant differences in P300 amplitude in the Congruent and Incongruent conditions, which were interpreted as a reflection of greater equivocation in the Incongruent condition. The second experiment tested the task-set switching account of the IAT in much greater detail by analyzing each trial type separately. In the Congruent condition, all trial types elicited the same amplitude P300. Local probability, and the consequent checking and updating of working memory, was thought to be responsible for differences between trials of the Incongruent condition that required or did not require a task switch. The final experiment examined the role of working memory in the IAT by introducing obtrusive and irrelevant auditory stimuli. The results of Experiment 3 indicated that the introduction of an obtrusive and irrelevant auditory increment deviant has little overall effect on the IAT, and a similar effect on switch and no-switch trials within the Incongruent condition. This could have been because both the Congruent and Incongruent conditions of the IAT make such extensive demands on central processing resources that few are available to allow for the switching of attention, or it is possible that the IAT does not require significant updating of working memory. The usefulness of ERPs in the study of the IAT effect is demonstrated by the current research. In particular, the finding that behavioural results were not always consistent with the ERP results demonstrates that electrophysiological measures can complement traditional behavioural measures.
7
Idiris, Suleiman Alhaji. "An investigation of the nature and effects of the learning environment in agricultural science classrooms in Nigeria." Curtin University of Technology, Science and Mathematics Education Centre, 1994. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15405.
Full textAbstract:
This study consolidates a long tradition of research involving the development/adaptation and validation of instruments assessing students' perceptions of psychosocial aspects of their classroom learning environments, and their use in investigating both the effects of classroom environment on student outcomes and determinants of classroom environment. The present study is distinctive, however, in that it is one of the few such studies conducted in Nigeria and the first classroom environment study conduced specificallly in agricultural science classrooms.The sample consisted of 1 175 students in 50 classes in 20 schools in eight states and the Federal Capital Territory. Both the individual student and the class mean were used as units of statistical analysis. The classroom environment instrument assessed negotiation, autonomy, student centredness, investigation and differentiation, and the student outcomes were attitudes, enquiry skills and practical performance.Each classroom environment scale was found to have satisfactory internal consistency reliability and discriminant validity and to differentiate between the perceptions of students in different classrooms. Satistically significant associations were found between classroom environment and the two student outcomes of attitudes and enquiry skills, but not for practical performance. When classroom environment dimensions were used as dependant variables, significant differences were found between schools with different school-level environments and between schools in forest and savanna regions.
8
Chin, Christine Hui Li. "The effects of computer-based tests on the achievement, anxiety and attitudes of grade 10 science students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29484.
Full textAbstract:
The purpose of this study was to compare the achievement and test anxiety level of students taking a conventional paper-and-pencil science test comprising multiple-choice questions, and a computer-based version of the same test. The study assessed the equivalence of the computer-based and paper-and-pencil tests in terms of achievement scores and item characteristics, explored the relationship between computer anxiety and previous computer experience, and investigated the affective impact of computerized testing on the students.
A 2 X 2 (mode of test administration by gender) factorial design was used. A sample of 54 male and 51 female Grade 10 students participated in the study. Subjects were blocked by gender and their scores on a previous school-based science exam. They were then randomly assigned to take either the computer-based test or the paper-and-pencil test, both versions of which were identical in length, item content and sequence. Three days before the test, all students were given the "Attitude questionnaire" which included pre-measures of test and computer anxiety. Immediately after taking the test, students in the computer-based group completed the "Survey of attitudes towards testing by computers" questionnaire which assessed their previous computer experience, their test anxiety and computer anxiety level while taking the test, and their reactions towards computer-based testing. Students in the paper-and-pencil test group answered the "Survey of attitudes towards testing" questionnaire which measured their test anxiety level while they were taking the paper-and-pencil test.
The results indicate that the mean achievement score on the science test was significantly higher for the group taking the computer-based test. No significant difference in mean scores between sexes was observed; there was also no interaction effect between mode of test administration and gender. The test anxiety level was not significantly different between the groups taking the two versions of the test. A significant relationship existed between students' prior computer experience and their computer anxiety before taking the test. However, there was no significant relationship between previous computer experience and the computer anxiety evoked as a result of taking the test on the computer. Hence, the change in computer anxiety due to taking the test was not explained by computer experience. Of the students who took the computer-based test, 71.2 % said that if given a choice, they would prefer to take the test on a computer. Students indicated that they found the test easier, more convenient to answer because they did not have to write, erase mistakes or fill in bubbles on a scannable sheet, and faster to take when compared to a paper-and-pencil test. Negative responses to the computer-based test included the difficulty involved in reviewing and changing answers, having to type and use a keyboard, fear of the computer making mistakes, and a feeling of uneasiness because the medium of test presentation was unconventional. Students taking the computer-based test were more willing to guess on an item, and tended to avoid the option "I don't know."
It is concluded that the computer-based and the paper-and-pencil tests were not equivalent in terms of achievement scores. Modifications in the way test items are presented on a computer-based test may change the strategies with which students approach the items. Extraneous variables incidental to the computer administration such as the inclination to guess on a question, the ease of getting cues from other questions, differences in test-taking flexibility, familiarity with computers, and attitudes towards computers may change the test-taking behaviour to the extent that a student's performance on a computer-based test and paper-and-pencil test may not be the same. Also, if the tasks involved in taking a test on a computer are kept simple enough, prior computer experience has little impact on the anxiety evoked in a student taking the test, and even test-takers with minimal computer experience will not be disadvantaged by having to use an unfamiliar machine.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
9
Kilgour, Peter. "Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/178.
Full textAbstract:
The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.
10
Tulloch, Denton. "Determinants and effects of the learning environment in college classes." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2203.
Full textAbstract:
This study investigated sex, age, and ethnicity as determinants of classroom environment, as well as the effects of classroom environment on student attitudes at an urban two-year or junior college in Florida, USA. The sample consisted of 544 students in 29 classes that were randomly chosen.The Constructivist Learning Environment Survey (CLES) was used to assess the way in which students perceived their classroom environment, whereas a modified version of the Enjoyment of Science Lessons scale from the Test of Science-Related Attitudes (TOSRA) was used to assess students’ attitudes toward the subject taught in the classes surveyed. Data analyses supported the CLES’s factorial validity, internal consistency reliability, and its ability to differentiate between classrooms when used with adult learners in a post-secondary setting. Similarly, results from analyses conducted on the revised TOSRA scale revealed satisfactory internal consistency reliability.A three-way MANOVA for sex, age and ethnic differences in classroom environment perceptions and enjoyment revealed that: females enjoyed their classes significantly more than did males; students 25 years and older had higher Shared Control and Enjoyment scores, but lower Student Negotiation scores, than did students younger than 25 years; and there were no significant differences between African-Americans and students of other ethnicities for any learning environment scale or for enjoyment. A large effect size of 0.88 standard deviations, suggesting an educationally important sex difference, was found for the attitude scale. However, effect sizes of modest magnitude, ranging from 0.21 to 0.29 standard deviations, were found for age difference.Past research was replicated in that positive and statistically significant bivariate and multivariate associations were found between students’ enjoyment of classes and their perceptions of classroom learning environment. In particular, students enjoyed their classes more when there was a greater emphasis on Shared Control and Student Negotiation. In other words, students responded more positively when they perceived that they had a role to play in the design and management of the learning environment, as well as when opportunities existed for them to explore among their peers the viability of newly developing ideas.Overall, my results suggest that the CLES and the TOSRA are valid and reliable instruments that researchers can use with confidence to measure adult students’ perceptions of learning environment and attitudes, respectively, in the two-year college setting. While no significant sex difference was found for any learning environment scale, females enjoyed their classrooms more than did males. Relative to younger students, older students had higher Student Negotiation and Enjoyment scores. A possible implication is that teachers should make classrooms more appealing and enjoyable to males, while making younger adults feel a greater sense of inclusion in their classrooms.
Books on the topic "Test of Science-Related Attitudes"
1
Steckstor, Denise. The Effects of Cause-Related Marketing on Customers’ Attitudes and Buying Behavior. Wiesbaden: Gabler Verlag / Springer Fachmedien Wiesbaden GmbH, 2012.
Find full text
2
B, Wolf Marian, ed. Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings. 2nd ed. Boston: Kluwer Academic Publishers, 1993.
Find full text
3
Erin, Case, ed. Visual mnemonics for physiology and related anatomy. Malden, Mass: Blackwell Publishing, 2003.
Find full text
4
United States. Government Accountability Office. U.S. public diplomacy: State Department efforts to engage Muslim audiences lack certain communication elements and face significant challenges : report to the Chairman, Subcommittee on Science, the Departments of State, Justice, and Commerce, and Related Agencies, Committee on Appropriations, House of Representatives. Washington, D.C: Govt. Accountability Office, 2006.
Find full text
5
Status of Women Council of the Northwest Territories. Adolescent girls in the NWT: Academic preparation and career planning : attitudes and participation in math and science : how these and related factors may influence academic preparation and career planning. [Yellowknife?]: NWT Status of Women Council, 1994.
Find full text
6
Instrument development in the affective domain. Boston: Kluwer-Nijhoff, 1986.
Find full text
7
Office, General Accounting. Aviation safety: FAA has not fully implemented weather-related recommendations : report to the Subcommittee on Technology, Committee on Science, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.
Find full text
8
Organisation for economic co-operation and development. PISA 2012 results. Paris: OECD, 2013.
Find full text
9
Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.
Find full text
10
Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.
Find full textBook chapters on the topic "Test of Science-Related Attitudes"
1
Kahle, Jane Butler. "Attitudes, Gender-Related." In Encyclopedia of Science Education, 1. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_352-5.
Full text
2
Kahle, Jane Butler. "Attitudes, Gender-Related." In Encyclopedia of Science Education, 104. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_352.
Full text
3
Vostral, Sharra L. "Of Mice and (Wo)Men: Tampons, Menstruation, and Testing." In The Palgrave Handbook of Critical Menstruation Studies, 673–86. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_50.
Full textAbstract:
Abstract Vostral provides much-needed insight into the link between women’s bodily experiences with tampons and twentieth-century developments in material science, corporate research, and gynecological observations about menstrual cycles. She examines how design modifications to tampons, changes in material composition, and the cultivation of women test subjects exposed scientific assumptions, ideas about safety, and attitudes concerning gendered and menstruating bodies. Focusing on the practical work of tampon testing, Vostral examines the impact of broad cultural conditions: prevailing ideas about women’s bodies, gender differences, and the role of science and medicine in optimizing well-being. Finally, she shows how patterns of social power and privilege configured this research, with evidence taking different forms over time.
4
Kellert, Stephen R. "Attitudes Toward Animals: Age-Related Development among Children." In Advances in Animal Welfare Science 1984, 43–60. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-4998-0_3.
Full text
5
Schiepe-Tiska, Anja, Nina Roczen, Katharina Müller, Manfred Prenzel, and Jonathan Osborne. "Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies." In Methodology of Educational Measurement and Assessment, 301–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45357-6_12.
Full text
6
Li, Jiao, Kaige Zhu, and Juhyeok Jang. "Factors Influencing Users’ Content Sharing Intention in Travel-Related Consumer Generated Media." In Information and Communication Technologies in Tourism 2023, 113–27. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-25752-0_13.
Full textAbstract:
AbstractTravel-related consumer generated media (CGM) plays an increasingly important role in travelers’ decision-making process. Strenuous effort has been dedicated to explore CGM’s impact on users’ travel behaviors. However, little is known about the motivations that drive users to post information on travel-related CGM. By combining the technology acceptance model (TAM), theory of planned behavior (TPB), and uses and gratifications theory (U&G), this study aims to delve into such motivational factors. The results revealed that users’ perceived ease of use when posting content significantly affects perceived usefulness. Additionally, users’ gratification derived from entertainment, information sharing, and rewards could positively influence their attitudes toward content sharing. Moreover, attitude, subjective norms, perceived behavioral control, and perceived usefulness jointly determine users’ intention to use travel-related CGM for content sharing. However, the impacts of perceived usefulness, perceived ease of use, status-seeking, socializing, and passing time on their attitudes toward content sharing were insignificant. This study tests the possibility of combining the TAM, TPB, and U&G to expand their application in the field of travel-related CGM, and provides suggestions for travel-related CGM managers to improve their services.
7
Kimura, Kunihiro. "Japanese Women’s Attitudes Toward Childrearing: Text Analysis and Multidimensional Scaling." In Advanced Studies in Behaviormetrics and Data Science, 423–38. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2700-5_26.
Full text
8
Arvind, V., and Piyush P. Kurur. "A Polynomial Time Nilpotence Test for Galois Groups and Related Results." In Lecture Notes in Computer Science, 134–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11821069_12.
Full text
9
Campbell, Leland, and Charles S. Gulas. "The Effect of Cause Related Marketing (CRM) on Emotions and Attitudes." In Proceedings of the 1996 Academy of Marketing Science (AMS) Annual Conference, 238–42. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13144-3_75.
Full text
10
Boateng, Emmanuel B., Emmanuella A. Twumasi, Amos Darko, Mershack O. Tetteh, and Albert P. C. Chan. "Predicting Building-Related Carbon Emissions: A Test of Machine Learning Models." In Enabling AI Applications in Data Science, 247–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52067-0_11.
Full textConference papers on the topic "Test of Science-Related Attitudes"
1
Gafni, Ruti, and Idan Nagar. "CAPTCHA – Security affecting User Experience." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3469.
Full textAbstract:
[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] CAPTCHA - Completely Automated Public Turing test to tell Computers and Humans Apart - is a test with the aim to distinguish between malicious automatic software and real users in the era of Cyber security threats. Various types of CAPTCHA tests were developed, in order to address accessibility while implementing security. This research focuses on the users’ attitudes and experiences related to use of the different kinds of tests. A questionnaire accompanied by experiencing five different CAPTCHA tests was performed among 212 users. Response times for each test and rate of success were collected automatically. The findings demonstrate that none of the existing tests are ideal. Although the participants were familiar with the Text-based test, they found it the most frustrating and non-enjoyable. Half of the participants failed in the Arithmetic-based test. While most of the participants found the picture and game based test enjoyable, their response time for those tests was the largest. The age factor was encountered as influencing both the attitude of the user and the performance, while younger users are more tolerant, have a better success rate, and are faster, the elder users found the tests annoying and time-consuming.
2
Shin, Youngjoon, Hae-Ae Seo, and Jun-Euy Hong. "DEVELOPMENT OF AN ASSESSMENT TOOL FOR POSITIVE EXPERIENCES ABOUT SCIENCE (PES)." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.211.
Full textAbstract:
This research aimed to develop an assessment tool for students’ Positive Experiences about Science (PES). A preliminary version of PSE was developed through literature review, consisting of academic emotion, self-concept, learning motivation, career aspiration, and attitude in science. A pilot test was conducted with 198 students and a main test was then conducted with 1,841 students. The PES test found to have good validity and reliability. There were significant (p<.05) differences by students’ grade, gender, and participation in science activities. Keywords: positive experiences about science (PES), science academic emotion, science-related self-concept, science-related motivation.
3
Mileva, Eleonora, and Vladimir Chernev. "ATTITUDE OF YOUNG PEOPLE IN BULGARIA TO ACADEMIC DISHONESTY BEHAVIOR." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/113.
Full textAbstract:
ABSTRACT Academic dishonesty refers to committing or contributing to dishonest acts by those engaged in teaching, learning, research, and related academic activities, and it concerns not just students, but everyone in the academic environment. Academic dishonesty could take many forms, which could be broadly classified as cheating, plagiarism, falsification, and sabotage. Academic dishonesty could have very negative effects on higher education. Consequently, it could cause serious problems unless specialists utilize measures to detect and prevent it. Students’ attitudes are a major factor influencing academic dishonesty. The aim of the research was to study the attitude of young people in Bulgaria toward academic dishonesty behavior. The subjects of the study were 299 Bachelor’s, Master’s, and Doctoral degree students from different Bulgarian universities. 203 (67,9%) respondents were female and 96 (32.1%) were male. The main method used was the Academic Dishonesty Scale (Bolin, 2004). It consisted of 10 items to measure engagement in academically dishonest behavior. Cronbach’s Alpha, factor and variation analysis, Mann-Whitney, and Kruskal-Wal-lis criteria were used for statistical data processing. The test showed very good internal consistency (Cronbach’s Alpha = .907). The analysis of the results established a relatively low level of attitudes toward academic dishonesty behavior of the young people in the country. The sex indicator revealed differences in the individual items of the test (Mann-Whitney test, p < .05). Attitudes toward dishonest academic behavior among students at Bulgarian universities were not clearly expressed. It should be noted that the study involved students from different types of universities and this determined the specifics of the results obtained.
4
Kuznetsova, A. S., and M. S. Luzianina. "Psychology of rest and problems of human functional states’ self-regulation^ proactive and reactive approaches." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.581.593.
Full textAbstract:
The different attitudes to rest and recovery are discussed and analyzed on the base of the empirical study. The aim of the study — to identify the link between employees attitudes to rest and the typical means of human functional states’ (HFS) self-regulation in dynamic organizational environment. Employees of different service organizations with flexible work schedule participated in the study. The diagnostic set included: special check-lists for peculiarities of rest and recovery planning; the semantic differential test; questionnaires to get data about typical self-regulation and coping means, used under work pressure. The obtained data helped to reveal that attitudes towards rest and recovery are tightly connected with proactive or reactive approaches to rest planning. Employees with proactive approach to rest planning demonstrated better recovery in comparison with employees with reactive approach. “Proactive” employees tend to use various types of self-regulation and coping means under work tension. For “reactive” employees typical self-regulation and coping means are related with emotional abreaction and communications with colleagues.
5
Ali, Ruba, Jolly Bhadra, Nitha Siby, Zubair Ahmad, and Noora Al-Thani. "A STEM Model to engage Students in Sustainable Science Education through Sports: A Case Study in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0176.
Full textAbstract:
Sports is a powerful tool to make deeper connections, stimulations, and understanding of STEM (science, technology, engineering, and mathematics) education. Science in sports is a unique program established to present sports as a medium for STEM education. The program included 248 students (112 females and 136 males) from 15 secondary schools in the State of Qatar. The participants took part in interactive, hands-on learning workshops where they were challenged to design sports equipment from innovative materials while adhering to specific design criteria. Quantitative and t-test analysis were performed on data collected over five years from 2012 to 2017 of the program to analyze its effectiveness, along with the Research and Development (R&D) study obtained from pre and post-surveys of students, teachers, and facilitators to further analyze participants’ behaviors and attitudes.
6
"Explaining Performance Using a Multi-Media Tool." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4354.
Full textAbstract:
Aim/Purpose: Multimedia has been accepted as an enhanced learning medium. We present in this paper the application of a multimedia tool to teach the entity relationship diagram and its effect on performance. Background: Based on the theory of flow and, more specifically, cognitive absorption and perceptions (usefulness and, ease of use, attitudes and intentions) we propose a model to explain performance after using a multimedia tool. Methodology: A survey methodology approach was used. Structural equation modeling was performed to test the model hypotheses. Contribution: Empirical work on the effects of multimedia on learning is relatively little and its effect on performance is not studied. Findings: Impact of cognitive absorption on perceptions is strong and intentions play an important role in mediating the relationship between attitudes and performance. Recommendations for Practitioners: Need to consider flow by including competition and gaming into multimedia learning tools. Also, practitioners need to integrate leveling capabilities to the multimedia experience. Recommendation for Researchers: Empirical studies on the impact of flow variables such as boredom, anxiety, enthusiasm on performance.
7
Griffin, Richard, Courtney Svec, Rita Caso, and Jeff Froyd. "The Development, Implementation, and Changes in Engineering Courses, at a Large State University, Sponsored Through an NSF Coalition." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-62023.
Full textAbstract:
Since 1988, with support from the Foundation Coalition, one of the Engineering Education Coalitions supported by the National Science Foundation, the Dwight Look College of Engineering has invested considerable time and energy in renewing its sophomore engineering courses. The excitement which accompanies the receipt of a large NSF funded program results in an initial enthusiasm and energy that is contagious for both faculty and students. The initial results of a “pilot” program are almost always improved course content, better student attitudes, better retention, etc. However, when the rush wears off and the new courses have to be institutionalized, what happens? What can be learned from consistent, long-term efforts to assess and improve the sophomore engineering science courses? This paper focuses on the introductory sophomore materials science course, Principles of Materials Engineering (ENGR 213). Using data collected from students and evaluation of student performance as measured by course grades and a standardized test, the authors will examine what has been learned since the inception of the course.
8
LOIS GARCÍA, DAVID, ANDRÉS MONZÓN DE CÁCERES, and SARA HERNÁNDEZ DEL OLMO. "Analysis of satisfaction factors at urban transport interchanges: Measuring travelers’ attitudes to information, security and waiting." In CIT2016. Congreso de Ingeniería del Transporte. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/cit2016.2016.4207.
Full textAbstract:
Transport interchanges can be considered as a node, where people transfer from one mode to another, and as a place to stay, using facilities and services as well as waiting areas. Reducing disruption of transfer in multimodal trips is a key element for assuring seamless mobility in big cities. Based on previous research (Hernández & Monzón, 2016) this paper aims to explore the predictive capacity of attitudes towards several service factors on general satisfaction with transport interchange. Complementary, it was analyzing how personal and trip characteristics are related to evaluation of some variables, and examining the influence of waiting time on the perceived quality. To that end, a two steps methodology was conducted (personal and on-line interview) in a representative sample of 740 users (54% female, 55% work purpose trip). We performed path analysis to test the model showing a satisfactory statistical fit. The model developed show good performance for predicting general satisfaction at Moncloa Transport Interchange (Madrid, Spain). The outputs of the model indicate that Information and Safety and Security factors predicted 49% of general satisfaction. Furthermore, the results showed also a strong association between evaluation of Design and Environmental quality, factors that not affect directly general satisfaction but do so through Information and Safety & Security perception, acting the last as mediator variables. Nevertheless, spending time queuing inside the interchange show a negative influence on Information and Safety & Security, while age of participants affect negatively to Information, which mean that elder have some cognitive accessibility problems. Moreover, our data shows gender differences in safety perception, since women feel less safe (particularity the youngest) inside the interchange. The results indicate a number of priority measures to enhance perceived quality and efficiency of interchanges.DOI: http://dx.doi.org/10.4995/CIT2016.2016.4207
9
Carosso, Elizabeth, Javiera Martinez, Matthew Banegas, Gloria Coronado, and Beti Thompson. "Abstract A87: “I didn't know what to think. I thought I was going to die.” Latinas' understanding and attitudes toward an abnormal Pap test result." In Abstracts: Fifth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; Oct 27–30, 2012; San Diego, CA. American Association for Cancer Research, 2012. http://dx.doi.org/10.1158/1055-9965.disp12-a87.
Full text
10
Gorghiu, Gabriel. "Food Science Students’ Knowledge And Attitudes Related To Health Education." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.50.
Full textReports on the topic "Test of Science-Related Attitudes"
1
Dominguez, Ximena, Elizabeth Rood, Danae Kamdar, Tiffany Leones, and Kayla Huynh. Splash and Bubbles for Parents App: Field Study Report. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/119.
Full textAbstract:
This report prepared for The Jim Henson Company shares findings of a field study examining the promise of the Splash and Bubbles for Parents app, a second-screen digital resource designed for parents and caregivers to support young children’s learning of ocean science. The study conducted in 2020 involved a two-group, quasi-experimental design in which family participants were randomly assigned to either the intervention condition (who watched the show and used the app) or the comparison condition (who watched the show but did not have access to the app). Findings from this study provided information about how the app supported families to talk about science together; what science concepts and practices children learned through engaging with the app and related science activities; and how families shifted their attitudes, beliefs, or practices around science and media. Another finding highlighted parents and caregivers’ need for support around ways to engage with and use the app given that this represents a new type of digital tool.
2
Hillestad, Torgeir Martin. The Metapsychology of Evil: Main Theoretical Perspectives Causes, Consequences and Critique. University of Stavanger, 2014. http://dx.doi.org/10.31265/usps.224.
Full textAbstract:
The purpose of this text or dissertation is to throw some basic light on a fundamental problem concerning manhood, namely the question of evil, its main sources, dynamics and importance for human attitudes and behaviour. The perspective behind the analysis itself is that of psychology. Somebody, or many, may feel at bit nervous by the word “evil” itself. It may very well be seen as too connected to religion, myth and even superstition. Yet those who are motivated to lose oneself in the subject retain a deep interest in human destructiveness, malevolence and hate, significant themes pointing at threatening prospects for mankind. The text is organized or divided into four main ordinary chapters, the three first of them organized or divided into continuous and numbered sections. A crucial point or question is of cause how to define evil itself. It can of cause be done both intentional, instrumental and by consequence. Other theorists however have stated that the concept of evil exclusively rests on a myth originated in the Judean-Christian conception of Satan and ultimate evil. This last argument presupposes evil itself as non-existent in the real rational world. It seems however a fact that most people attach certain basic meaning to the concept, mainly that it represents ultimately bad and terrible actions and behaviour directed toward common people for the purpose of bringing upon them ultimate pain and suffer. However, there is no room for essentialism here, meaning that we simply can look “inside” some original matter to get to know what it “really” is. Rather, a phenomenon gets its identity from the constituted meaning operating within a certain human communities and contexts loaded with intentionality and inter-subjective meaning. As mentioned above, the concept of evil can be interpreted both instrumental and intentional, the first being the broadest of them. Here evil stands for behaviour and human deeds having terrifying or fatal consequences for subjects and people or in general, regardless of the intentions behind. The intentional interpretation however, links the concept to certain predispositions, characteristics and even strong motives in subjects, groups and sometimes political systems and nations. I will keep in mind and clear the way for both these perspectives for the discussion in prospect. This essay represents a psychological perspective on evil, but makes it clear that a more or less complete account of such a psychological view also should include a thorough understanding or integration of some basic social and even biological assumptions. However, I consider a social psychological position of significant importance, especially because in my opinion it represents some sort of coordination of knowledge and theoretical perspectives inherent in the subject or problem itself, the main task here being to integrate perspectives of a psychological as well as social and biological kind. Since humans are essential social creatures, the way itself to present knowledge concerning the human condition, must be social of some sort and kind, however not referring to some kind of reductionism where social models of explanation possess or holds monopoly. Social and social psychological perspectives itself represents parts of the whole matter regarding understanding and explanation of human evil. The fact that humans present, or has to represent themselves as humans among other humans, means that basically a social language is required both to explain and describe human manners and ways of being. This then truly represents its own way or, more correctly, level or standard of explanation, which makes social psychology some sort of significant, though not sufficient. More substantial, the vision itself of integrating different ontological and theoretical levels and objects of science for the purpose of manifesting or make real a full-fledged psychological perspective on evil, should be considered or characterized a meta-psychological perspective. The text is partially constructed as a review of existing theories and theorists concerning the matter of evil and logically associated themes such as violence, mass murder, genocide, antisocial behaviour in general, aggression, hate and cruelty. However, the demands of making a theoretical distinction between these themes, although connected, is stressed. Above all, an integral perspective combining different scientific disciplines is aimed at.
3
McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.
Full textAbstract:
Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
4
Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4629.
Full textAbstract:
This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
5
Alfano, James, Isaac Barash, Thomas Clemente, Paul E. Staswick, Guido Sessa, and Shulamit Manulis. Elucidating the Functions of Type III Effectors from Necrogenic and Tumorigenic Bacterial Pathogens. United States Department of Agriculture, January 2010. http://dx.doi.org/10.32747/2010.7592638.bard.
Full textAbstract:
Many phytopathogenic bacteria use a type III protein secretion system (T3SS) to inject type III effectors into plant cells. In the experiments supported by this one-year feasibility study we investigated type III effector function in plants by using two contrasting bacterial pathogens: Pseudomonas syringae pv. tomato, a necrotrophic pathogen and Pantoea agglomerans, a tumorigenic pathogen. The objectives are listed below along with our major conclusions, achievements, and implications for science and agriculture. Objective 1: Compare Pseudomonas syringae and Pantoea agglomerans type III effectors in established assays to test the extent that they can suppress innate immunity and incite tumorigenesis. We tested P. agglomerans type III effectors in several innate immunity suppression assays and in several instances these effectors were capable of suppressing plant immunity, outputs that are suppressed by P. syringae effectors. Interestingly, several P. syringae effectors were able to complement gall production to a P. agglomerans pthGmutant. These results suggest that even though the disease symptoms of these pathogens are dramatically different, their type III effectors may function similarly. Objective 2: Construct P. syringae mutants in different combinations of type III-related DNA clusters to reduce type III effector redundancy. To determine their involvement in pathogenicity we constructed mutants that lack individual and multiple type III-related DNA clusters using a Flprecombinase-mediated mutagenesis strategy. The majority of single effector mutants in DC3000 have weak pathogenicity phenotypes most likely due to functional redundancy of effectors. Supporting this idea, Poly-DNAcluster deletion mutants were more significantly reduced in their ability to cause disease. Because these mutants have less functional redundancy of type III effectors, they should help identify P. syringae and P. agglomerans effectors that contribute more significantly to virulence. Objective 3: Determine the extent that P. syringae and P. agglomerans type III effectors alter hormone levels in plants. Inhibition of auxin polar transport by 2,3,5-triiodobenzoic acid (TIBA) completely prevented gall formation by P. agglomerans pv. gypsophilae in gypsophila cuttings. This result supported the hypothesis that auxin and presumably cytokinins of plant origin, rather than the IAA and cytokinins secreted by the pathogen, are mandatory for gall formation. Transgenic tobacco with pthGshowed various phenotypic traits that suggest manipulation of auxin metabolism. Moreover, the auxin levels in pthGtransgenic tobacco lines was 2-4 times higher than the control plants. External addition of auxin or cytokinins could modify the gall size in gypsophila cuttings inoculated with pthGmutant (PagMx27), but not with other type III effectors. We are currently determining hormone levels in transgenic plants expressing different type III effectors. Objective 4: Determine whether the P. agglomerans effectors HsvG/B act as transcriptional activators in plants. The P. agglomerans type III effectors HsvG and HsvB localize to the nucleus of host and nonhost plants and act as transcription activators in yeast. Three sites of adjacent arginine and lysine in HsvG and HsvB were suspected to act as Nuclear localization signals (NLS) domains. A nuclear import assay indicated two of the three putative NLS domains were functional NLSs in yeast. These were shown to be active in plants by fusing HsvG and HsvB to YFP. localization to the nucleus was dependent on these NLS domains. These achievements indicate that our research plan is feasible and suggest that type III effectors suppress innate immunity and modulate plant hormones. This information has the potential to be exploited to improve disease resistance in agricultural crops.
6
Holland, Darren, and Nazmina Mahmoudzadeh. Foodborne Disease Estimates for the United Kingdom in 2018. Food Standards Agency, January 2020. http://dx.doi.org/10.46756/sci.fsa.squ824.
Full textAbstract:
In February 2020 the FSA published two reports which produced new estimates of foodborne norovirus cases. These were the ‘Norovirus Attribution Study’ (NoVAS study) (O’Brien et al., 2020) and the accompanying internal FSA technical review ‘Technical Report: Review of Quantitative Risk Assessment of foodborne norovirus transmission’ (NoVAS model review), (Food Standards Agency, 2020). The NoVAS study produced a Quantitative Microbiological Risk Assessment model (QMRA) to estimate foodborne norovirus. The NoVAS model review considered the impact of using alternative assumptions and other data sources on these estimates. From these two pieces of work, a revised estimate of foodborne norovirus was produced. The FSA has therefore updated its estimates of annual foodborne disease to include these new results and also to take account of more recent data related to other pathogens. The estimates produced include: •Estimates of GP presentations and hospital admissions for foodbornenorovirus based on the new estimates of cases. The NoVAS study onlyproduced estimates for cases. •Estimates of foodborne cases, GP presentations and hospital admissions for12 other pathogens •Estimates of unattributed cases of foodborne disease •Estimates of total foodborne disease from all pathogens Previous estimates An FSA funded research project ‘The second study of infectious intestinal disease in the community’, published in 2012 and referred to as the IID2 study (Tam et al., 2012), estimated that there were 17 million cases of infectious intestinal disease (IID) in 2009. These include illness caused by all sources, not just food. Of these 17 million cases, around 40% (around 7 million) could be attributed to 13 known pathogens. These pathogens included norovirus. The remaining 60% of cases (equivalent to 10 million cases) were unattributed cases. These are cases where the causal pathogen is unknown. Reasons for this include the causal pathogen was not tested for, the test was not sensitive enough to detect the causal pathogen or the pathogen is unknown to science. A second project ‘Costed extension to the second study of infectious intestinal disease in the community’, published in 2014 and known as IID2 extension (Tam, Larose and O’Brien, 2014), estimated that there were 566,000 cases of foodborne disease per year caused by the same 13 known pathogens. Although a proportion of the unattributed cases would also be due to food, no estimate was provided for this in the IID2 extension. New estimates We estimate that there were 2.4 million cases of foodborne disease in the UK in 2018 (95% credible intervals 1.8 million to 3.1 million), with 222,000 GP presentations (95% Cred. Int. 150,000 to 322,000) and 16,400 hospital admissions (95% Cred. Int. 11,200 to 26,000). Of the estimated 2.4 million cases, 0.9 million (95% Cred. Int. 0.7 million to 1.2 million) were from the 13 known pathogens included in the IID2 extension and 1.4 million1 (95% Cred. Int. 1.0 million to 2.0 million) for unattributed cases. Norovirus was the pathogen with the largest estimate with 383,000 cases a year. However, this estimate is within the 95% credible interval for Campylobacter of 127,000 to 571,000. The pathogen with the next highest number of cases was Clostridium perfringens with 85,000 (95% Cred. Int. 32,000 to 225,000). While the methodology used in the NoVAS study does not lend itself to producing credible intervals for cases of norovirus, this does not mean that there is no uncertainty in these estimates. There were a number of parameters used in the NoVAS study which, while based on the best science currently available, were acknowledged to have uncertain values. Sensitivity analysis undertaken as part of the study showed that changes to the values of these parameters could make big differences to the overall estimates. Campylobacter was estimated to have the most GP presentations with 43,000 (95% Cred. Int. 19,000 to 76,000) followed by norovirus with 17,000 (95% Cred. Int. 11,000 to 26,000) and Clostridium perfringens with 13,000 (95% Cred. Int. 6,000 to 29,000). For hospital admissions Campylobacter was estimated to have 3,500 (95% Cred. Int. 1,400 to 7,600), followed by norovirus 2,200 (95% Cred. Int. 1,500 to 3,100) and Salmonella with 2,100 admissions (95% Cred. Int. 400 to 9,900). As many of these credible intervals overlap, any ranking needs to be undertaken with caution. While the estimates provided in this report are for 2018 the methodology described can be applied to future years.
7
Youth talk about sexuality: A participatory assessment of adolescent sexual and reproductive health in Lusaka, Zambia. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1023.
Full textAbstract:
Thirty-six percent of Zambia’s 9 million inhabitants are between 10 and 19 years of age, and most adolescents are sexually active by their mid-teens. Pregnant teenagers have an elevated risk of maternal mortality and complications related to birth. In 1990, at Lusaka’s University Teaching Hospital, self-induced abortion accounted for up to 30 percent of maternal mortality, and one-quarter of these deaths occurred in women under 18 years. Sexually transmitted infections (STIs) are a major health problem for adolescents, yet only a small proportion protect themselves from pregnancy and STIs. There are many barriers to improving the situation, including opposition by parents and teachers to the use of modern contraceptive methods. CARE Zambia is conducting a study to test community-based strategies that increase knowledge of, demand for, and use of barrier methods to reduce unprotected intercourse among out-of-school adolescents in peri-urban Lusaka. As noted in this report, adolescent behavior change will be measured as the prevalence of barrier method use, number of sexual partners, FP attitudes, and measures of self-esteem and responsibility among participants.