Relevant bibliographies by topics / TOSRA

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

Academic literature on the topic 'TOSRA'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "TOSRA"

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.

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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
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Tiryaki, Aydın, and Sibel Adıgüzel. "The Effect of STEM-Based Robotic Applications on the Creativity And Attitude of Students." Journal of Science Learning 4, no. 3 (July 1, 2021): 288–97. http://dx.doi.org/10.17509/jsl.v4i3.29683.

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In the present study, the effects of STEM based robotics applications on students' creativity and scientific attitudes in the Electricity Unit of 7th grade have been investigated by using the nested pattern of the mixed method. Sixty students, 30 of whom are the experimental group and the other 30 constitute the control group, attending a post-school course in Istanbul in the academic year of 2018-2019, participated 2 weeks of pre-applications and 4 weeks of applications. TOSRA,to measure attitude towards science, and “Torrance Creative Thinking Test”,to measure creativity, were applied as pre and posttest. The data gained from the tests were analyzed with SPSS 21. Semi-structured interviews' data were analyzed by using content analysis. As a result, it was observed that STEM based robotics applications significantly increased students' creativity and attitudes towards science. Interview findings show that students enjoy using STEM applications that contain applications instead of theoretical knowledge. Using robotic and complex software materials to solve daily life problems, they felt like scientists during the practices and the applications affected their future career choices.Keywords STEM; creativity; robotic application; attitude; TOSRA
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Aldila, Melvin, Fransisca Sudargo Tapilouw, and Yayan Sanjaya. "Students’ Cognitive and Attitude of Secondary School in Learning Global Warming using Student Team Achievement Division (STAD) based on Gender." Journal of Science Learning 1, no. 3 (July 31, 2018): 104. http://dx.doi.org/10.17509/jsl.v1i3.11793.

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This study was intended to investigate students’ cognitive and attitude of secondary school in learning global warming using Student Team Achievement Division (STAD) based on gender. This study was conducted at one of bilingual boarding school in Bandung. This study uses the quasi-experimental method with matching pretest-posttest comparison group design while the number of subject in the girl class is 15 (N=15) and in the boy class is 15 (N=15). Data was gained through a cognitive test which measured by Bloom's taxonomy cognitive level (C1-C6), a questionnaire which measured by Test of Science Related Attitude (TOSRA). The result shows that student who learns global warming using STAD has an improvement on their cognitive score, especially in the girl class. Meanwhile, girl class has higher students’ attitude result in three scales of TOSRA that are; attitude to scientific inquiry, adoption of a scientific attitude, and enjoyment of science lessons. Along with the students’ cognitive result, girl class also has a better science-related attitude than the boy class. Thus, it can be concluded that there is a significant difference between students’ cognitive and attitude at the girl and boy class in learning global warming using STAD.
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Villafañe, Sachel M., and Jennifer E. Lewis. "Exploring a measure of science attitude for different groups of students enrolled in introductory college chemistry." Chemistry Education Research and Practice 17, no. 4 (2016): 731–42. http://dx.doi.org/10.1039/c5rp00185d.

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Decisions about instruction, research, or policy often require the interpretation of student assessment scores. Increasingly, attitudinal variables are included in an assessment strategy, and it is important to ensure that interpretations of students' attitudinal status are based on instrument scores that apply similarly for diverse students. In this study, a shortened version of the Test of Science Related Attitudes (TOSRA) was used to gather validity evidence based on the internal structure of the instrument in an introductory chemistry course. Using measurement invariance analysis by sex and race/ethnicity, it was found that the internal structure holds by sex, but it did not hold by race/ethnicity in our sample. Further analysis revealed problems with the normality scales for Black students in our sample. Also, this study examined the relationship between the scales of the Shortened TOSRA, achievement in chemistry, and prior math knowledge. Using Structural Equation Modeling (SEM) it was found that two of the scales, attitude toward inquiry and career interest in science, have a small but significant influence on students' achievement in chemistry. This study highlights the importance of examining if the scores apply similarly for different groups of students in a population, since the scores of these assessments could be used to make decisions that will affect the students.
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Desy, Elizabeth A., Catrina T. Adams, Teresa Mourad, and Scott Peterson. "Effect of an Online, Inquiry- & Mentor-Based Laboratory on Science Attitudes of Students in a Concurrent Enrollment Biology Course: The PlantingScience Experience." American Biology Teacher 80, no. 8 (October 1, 2018): 578–83. http://dx.doi.org/10.1525/abt.2018.80.8.578.

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The goal of this project was to determine the impact of supplementing a concurrent enrollment (CE; also called dual enrollment) nonmajors biology course with online mentoring from professional scientists via the PlantingScience (PS) program (http://plantingscience.org). Student attitudes and motivation toward science were measured using the Test of Science-Related Attitudes (TOSRA) questionnaire as well as open-ended questions. Students in both the experimental group (CE biology course supplemented with PS) and the control group (CE biology course with no PS supplement) were surveyed during two academic years (2015–2017). The impact of PlantingScience on students’ attitudes toward science is discussed.
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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.

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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
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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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Usmiatiningsih, Ellysabeth. "PENINGKATAN SIKAP TERHADAP SAINS MELALUI MODEL PEMBELAJARAN INQUIRY DENGAN PENGGUNAAN TOSRA TERHADAP PEMBELAJARAN IPA DI SMP NEGERI 6 MATARAM." Paedagoria | FKIP UMMat 6, no. 2 (February 4, 2018): 66. http://dx.doi.org/10.31764/paedagoria.v6i2.174.

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Penelitian ini dilatarbelakangi oleh adanya sikap negatif siswa pada materi IPA yang bersifat virtual sehingga mengakibatkan materi IPA sulit dipelajari. Subyek penelitian tindakan kelas yaitu kelas VIIIE berjumlah 26 siswa yang memiliki karakter meremehkan pelajaran IPA, tidak senang belajar IPA sehingga pada materi tertentu memilikinilai rendah. Materi yang digunakan dalam penelitian adalah cahaya karena cakupan materi yang cukup luas dengankriteria ketuntasan minimal (KKM) 77. Penelitian ini dilaksanakan 3 siklus dengan menggunakan modelpembelajaran inquiry yang bertujuan untuk meningkatkan sikap terhadap sains siswa. Hasil Penelitian tindakan kelasyaitu terjadi peningkatan sikap terhadap sains sebesar 19,04%, peningkatan sikap siswa selama diskusi sebesar21,75%, peningkatan skor rata-rata diskusi siswa sebesar 26,53, peningkatan keterlaksanaan KBM sebesar 5,6%.Maka dalam peneltian tindakan kelas ini dapat disimpulkan bahwa penerapan model inquiry dapat meningkatkansikap terhadap sains siswa.
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Nurfina, Susilawati*,, Nurfina Aznam, and Paidi Paidi. "Attitudes Towards Science: A Study of Gender Differences and Grade Level." European Journal of Educational Research 11, no. 2 (April 15, 2022): 599–608. http://dx.doi.org/10.12973/eu-jer.11.2.599.

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<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>
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Mustafa Kamal Nasution. "THE RELATIONSHIP BETWEEN TEACHER INTERPERSONAL BEHAVIOR AND STUDENT ATTITUDE TOWARD SCIENCE LEARNING IN PRIMARY SCHOOL: INDONESIAN CASE STUDY." Visipena Journal 3, no. 2 (December 31, 2012): 1–12. http://dx.doi.org/10.46244/visipena.v3i2.57.

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This study proposes to assess the relationship between student perceptions on teacher interpersonal behavior and student attitude toward Science in Indonesian Primary school. This research engaged 143 students from SDN 47 Jambi, Indonesia. To gather the data, two types of questionnaires were used; Test of Science Related Attitude (TOSRA) and the Indonesian version of the Questionnaire Teacher Interpersonal (QTI). SPSS program were applied to process the data statistically. The result shows that the questionnaires are relatively reliable for Indonesian primary students. Acceptability of Cronbach alpha coefficient was found in both actual and preferred situation. The findings also reveal that from the students’ view, their teachers have relatively good Leadership and Understanding in the classroom, less Uncertainty, Dissatisfaction and Admonishment toward students. However, the students perceive to some extent unfavorable perceptions on their Freedom and teacher Strictness. Another analysis describes that there are significant differences between actual and ideal perceptions on the whole scale of QTI except on Uncertainty. Furthermore, between male and female perceptions, this study finds that there are significant differences on Helping, and Strictness. Lastly, the multiple correlation analysis explaines that there is a correlation between the scale of QTI and Enjoyment toward science, in which Uncertainty and Admonishment scales are significantly negative affect students’ enjoyment in science classroom.
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Dissertations / Theses on the topic "TOSRA"

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Allen, Debra. "Parent and student perceptions of the science learning environment and its influence on student outcomes." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1252.

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This thesis reports on the modification, validation and application of a classroom learning environment questionnaire. This thesis is distinctive in that parents' perceptions were utilised in conjunction with students' perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What is Happening in this Class? (WIHIC) questionnaire was modified for young students and their parents. Data from samples of students and parents were analysed to check the reliability and validity of the modified questionnaires and to examine similarities and differences between parents' and students' perceptions of the learning environment. Associations between parents' and students' perceptions of the science learning environment and student outcomes (attitude and achievement) were also investigated in this study. Parents and students were interviewed to check further the validity and reliability of questionnaires and to enhance the richness of the quantitative findings. Interviews with parents and students, along with classroom observations, offered some insights into the quantitative findings. Data analyses supported the WIHIC's factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students.Associations were found between some learning environment dimensions (especially Task Orientation) and student outcomes (especially attitudes). Qualitative methods suggest that students and parents were generally satisfied with the classroom environment but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving parents and students.
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Lowe, John Paul. "The Effect of Cooperative Group Work and Assessment on the Attitudes of Students towards Science in New Zealand." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/955.

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The improvement of secondary-level students’ attitude to science is encouraged in the New Zealand curriculum document. It is also noteworthy that employers in scientific institutions and commercial organisations place great value on group or teamwork. However, it is apparent that some teachers have reservations about cooperative group work, particularly problems with classroom management. There has been significant research done on cooperative learning and student attitudes, but investigations about the use of cooperative group work to improve the science-related attitudes of our younger secondary school students are rare. This thesis focuses on the effect of cooperative group work and assessment on the attitudes of 312 science students in four rural secondary schools in New Zealand. The cooperative groups were established using a simplified protocol which was non intrusive on curriculum delivery to help ensure wide acceptance by secondary science teachers. The students’ attitudes were assessed quantitatively using the Test of Science Related Attitudes (TOSRA) while qualitative results were obtained through teacher and student interviews along with researcher observations.. The data were collected before and after three terms of cooperative learning in a variety of activities including practical classes, fieldwork, and written assignments and class tests. This part of the study revealed that group work and group assessment enhanced students’ attitudes to science, with both the teachers and students seeing real value in such activities, especially the formative group testing opportunities. The study also confirmed the reliability and validity of the TOSRA in New Zealand schools for the first time.The TOSRA was also used to make comparisons of the science-related attitudes of several subgroups within the study population. Such comparisons included the effects of gender, grade level and band along with consideration of the roles of the teacher and classroom environment on student attitudes. Finally, a teacher friendly set of guidelines for the implementation of cooperative group work and assessment in the classroom has been prepared as result of this ongoing research.
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Allen, Debra. "Parent and student perceptions of the science learning environment and its influence on student outcomes." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13919.

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This thesis reports on the modification, validation and application of a classroom learning environment questionnaire. This thesis is distinctive in that parents' perceptions were utilised in conjunction with students' perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What is Happening in this Class? (WIHIC) questionnaire was modified for young students and their parents. Data from samples of students and parents were analysed to check the reliability and validity of the modified questionnaires and to examine similarities and differences between parents' and students' perceptions of the learning environment. Associations between parents' and students' perceptions of the science learning environment and student outcomes (attitude and achievement) were also investigated in this study. Parents and students were interviewed to check further the validity and reliability of questionnaires and to enhance the richness of the quantitative findings. Interviews with parents and students, along with classroom observations, offered some insights into the quantitative findings. Data analyses supported the WIHIC's factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students.
Associations were found between some learning environment dimensions (especially Task Orientation) and student outcomes (especially attitudes). Qualitative methods suggest that students and parents were generally satisfied with the classroom environment but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving parents and students.
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Lowe, John Paul. "The Effect of Cooperative Group Work and Assessment on the Attitudes of Students towards Science in New Zealand." Full text available, 2004. http://adt.curtin.edu.au/theses/available/adt-WCU20041112.102310.

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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.

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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.
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Burfitt, Helen, and n/a. "Girls and science : a study of the attitudes to science of high school students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060619.171839.

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

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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.
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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.

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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.
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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.

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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.
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Tulloch, Denton. "Determinants and effects of the learning environment in college classes." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2203.

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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.
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Books on the topic "TOSRA"

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Stille, Mark. Tora! Tora! Tora!: Pearl Harbor 1941. Oxford: Osprey, 2011.

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Stille, Mark. Tora! Tora! Tora!: Pearl Harbor 1941. Oxford: Osprey, 2011.

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Puccini, Giacomo. Tosca. London: J. Calder, 2004.

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1847-1906, Giacosa Giuseppe, Illica Luigi 1857-1919, Biagi Ravenni Gabriella, Sardou Victorien 1831-1908, and Fondazione Cassa di risparmio di Lucca, eds. Tosca. Firenze: L. S. Olschki, 2009.

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Puccini, Giacomo. Tosca. London: J. Calder, 2004.

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Puccini, Giacomo. Tosca. Italy: Teatro Regio di Torino, 2019.

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I, Bui͡anov M. Toska. Moskva: Rossiĭskoe ob-vo medikov-literatorov, 1999.

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Puccini, Giacomo. Tosca. Firenze: L. S. Olschki, 2009.

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Imbrohoris, Jean-Pierre. Toska. Paris: J. C. Lattes, 1986.

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Brink, Daniel S. Tosca. New York: Black Dog & Leventhal Publishers, 1998.

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Book chapters on the topic "TOSRA"

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Erkens, Richard. "Tosca." In Puccini-Handbuch, 242–51. Stuttgart: J.B. Metzler, 2017. http://dx.doi.org/10.1007/978-3-476-05441-8_22.

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Dickinson, Sara. "Aleksandra Xvostova, Nikolaj Karamzin and the Gendering of Toska." In Biblioteca di Studi Slavistici, 31–56. Florence: Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-822-4.03.

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This article reviews the evolution of toska in eighteenth-century literary discourse to demonstrate this sentiment's profound connection with notions of femininity. That century's use of toska culminates in Aleksandra Xvostova's then popular Otryvki (Fragments, 1796), the emotional emphases of which were one of the reasons for its success. In fact, we argue that Russian women's writing contains a tradition of emotional expression that is lexically distinct from the male tradition. Xvostova’s emphatic and reiterative use of toska participates in a larger debate about gender and the 'ownership' of personal emotions and it was relevant to literary arguments about "feminization" that involved writers such as Nikolaj Karamzin and Vasilij Zukovskij, but also a number of women authors (e.g. Ekaterina Urusova, Anna Turčaninova, Elizaveta Dolgorukova, Anna Volkova), whose work asserts the right of the female subject to both suffer strong emotion and to express it.
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Quercioli Mincer, Laura. "Nostalgia and Creaturality in H. Leivick’s Тhe Golem." In Biblioteca di Studi Slavistici, 57–74. Florence: Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-822-4.04.

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This article examines some of the constituent elements of an often metaphysical "Jewish angst" or "Jewish toska" found in the Yiddish language drama "The Golem" (Der goylem, 1921). In this masterpiece by Russian Jewish writer H. Leivick, the renowned man-made clay giant clay of ancient Kabbalah legend, is the creature of sixteenth-century Rabbi Loew, the Maharal of Prague, and becomes an emblem of Jewish melancholic nostalgia. Such toska is directed simultaneously at the ontologically distant Creator, supremely unattainable, and at the equally unreachable messianic era. The Golem's sense of estrangement from his own existence, explored here in tandem with Leivick's biography, ultimately renders him a personification of nostalgia itself.
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Tossa, Messan. "Gegenbilder zu weiblichen Opferfiguren in der Figuration afrikanischer Bürgerkriege." In Historische Geschlechterforschung, 251–64. Bielefeld, Germany: transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839457641-014.

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Messan Tossa widmet sich in diesem Beitrag der Frage der Figuration von weiblichen Figuren in afrikanischen Bürgerkriegen. Seine Analyse distanziert sich von der klassischen Wahrnehmung der Frauen als Opfer innerstaatlicher Kriege und geht auf die zunehmende Beteiligung weiblicher Akteure an diesen Kriegshandlungen ein.
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Khare, C. P. "Cassia tora Linn." In Indian Medicinal Plants, 1. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-70638-2_308.

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Musall, Frederek. "Maimonides: Mischne Tora." In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_16224-1.

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Azimova, Shakhnoza S., and Anna I. Glushenkova. "Cassia tora L." In Lipids, Lipophilic Components and Essential Oils from Plant Sources, 566. London: Springer London, 2012. http://dx.doi.org/10.1007/978-0-85729-323-7_1828.

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Krochmalnik, Daniel. "Tora und Wissenschaft." In Heidelberger Jahrbücher, 239–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-662-01162-1_14.

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Marchesini, Irina. "The Presence of Absence. Longing and Nostalgia in Post-Soviet Art and Literature." In Biblioteca di Studi Slavistici, 149–65. Florence: Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-822-4.07.

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This article explores the phenomenon of nostalgia for the Soviet era found in contemporary Russian society and manifested both in contemporary art, such as in the installations of Il'ja Kabakov, Sergej Volkov, and Jevgenij Fiks, and in modern literature, especially in the prose of Andrej Astvacaturov. Such regret for a bygone past primarily mourns not the apparatus of the Soviet state, but the routine and the quality of familiar daily life. Insights from the fields of visual studies and trauma studies undergird this exploration of the relationship between a work of art's visual composition and its representation of toska, memory, and material culture in the Soviet era. By juxtaposing artwork with literary prose, we reveal the significant role had by 'reflective' toska-nostalgia (as defined by Svetlana Boym, 2001) in the formation of post-Soviet identity.
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Champagne, John. "Tosca and Social Melodrama." In Italian Masculinity as Queer Melodrama, 85–113. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137470041_4.

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Conference papers on the topic "TOSRA"

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Powers, Mark J., Renee M. Clary, Ryan Walker, and Cade Smith. "EVALUATION OF THE EFFECTIVENESS OF A 5-DAY UNIVERSITY BASED STEM ACADEMIC LEADERSHIP SUMMER CAMP FOR UNDERREPRESENTED HIGH SCHOOL JROTC STUDENTS USING THE TOSRA SURVEY INSTRUMENT." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-320409.

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Guidotti, Riccardo, Roberto Trasarti, and Mirco Nanni. "TOSCA." In SIGSPATIAL'15: 23rd SIGSPATIAL International Conference on Advances in Geographic Information Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2820783.2820818.

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Zheng, Baihua, Xia Wu, Xing Jin, and Dik Lun Lee. "TOSA." In the 6th international conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1071246.1071252.

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Adroer Puig, Marta, Carmen Xiomara Díaz Fuentes, and Joan Lluís Zamora i Mestre. "Internationalisation of a teaching experience: ToSCA UPC education for innovation workshop at UFPS, Colombia." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8154.

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ToSCA is an optional and intensive technical product innovation workshop that aims to include education for innovation of constructive solutions in the grade architecture programme, by applying a didactic structure based on problem solving skills, combined with cooperative learning structures and involving an industry of the sector every edition a client. The workshop has been held annually at the Vallès School of Architecture, Universitat Politècnica de Catalunya, since 2007 and the results of each edition can be found at: http://www.etsav.upc.edu/assignatures/tosca. After eleven editions of ToSCA_ETSAV and one edition in TUM Munich, with a very good outcomes and by the invitation of the School of Architecture of the Francisco de Paula Santander University in Cúcuta, Colombia, we assumed, between both institutions, the challenge of internationalizing the ToSCA experience, to carry out within the Deepening Course "the ceramics in the architectural project", a first educational workshop for the innovation of technical product, suggesting the adaptability of the ToSCA methodology, in a different socio-cultural environment.
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Shmelev, A. D. "LANGUAGE-SPECIFIC WORDS IN THE LIGHT OF TRANSLATION: THE RUSSIAN TOSKA." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-658-669.

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This paper presents a semantic analysis of the most language-specific Russian word for ‘sadness’, namely, toska. The analysis is based on the hypothesis that one may regard translation equivalents and paraphrases of a linguistic unit extracted from real translated texts as a source of information about its semantics. The appearance of language-specific words in translated texts may be even more useful for studying their semantics. It turns out that тоска is not all that rare in Russian translated texts. The study of the incentives that lead Russian translators to use the word тоска often reveals important aspects of the semantics of this word. Stimuli for the appearance of toska in translations into Russian vary greatly. In general, when the original describes some bad feelings, the word toska appears if the original speaks of a subject’s unsatisfied desire, which desire may be vague and not well understood an
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Brogi, Antonio, Antonio Di Tommaso, and Jacopo Soldani. "Validating TOSCA Application Topologies." In International Special Session on domAin specific Model-based AppRoaches to vErificaTion and validaTiOn. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006244006670678.

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Hilal, Allaa R., Amal El Nahas, and Ahmed Bashandy. "RT-TORA: A TORA modification for real-time interactive applications." In 2008 Canadian Conference on Electrical and Computer Engineering - CCECE. IEEE, 2008. http://dx.doi.org/10.1109/ccece.2008.4564772.

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Hovland, H. "Experimental tomographic scanning (TOSCA) imagers." In SPIE Defense + Security, edited by Bjørn F. Andresen, Gabor F. Fulop, Charles M. Hanson, and Paul R. Norton. SPIE, 2014. http://dx.doi.org/10.1117/12.2050971.

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Ristov, Sasko, Magdalena Kostoska, and Marjan Gusev. "P-TOSCA portability demo case." In 2014 IEEE 3rd International Conference on Cloud Networking (CloudNet). IEEE, 2014. http://dx.doi.org/10.1109/cloudnet.2014.6969002.

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Wurster, Michael, Uwe Breitenbücher, Lukas Harzenetter, Frank Leymann, Jacopo Soldani, and Vladimir Yussupov. "TOSCA Light: Bridging the Gap between the TOSCA Specification and Production-ready Deployment Technologies." In 10th International Conference on Cloud Computing and Services Science. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009794302160226.

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