Relationships of attitude toward classroom environment with attitude toward and achievement in science among tenth grade biology students

The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science.     

Development of the attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school

There is much interest in science courses in high school and student attitudes toward those courses. A valid and reliable instrument that measures such attitudes is not available. This study first developed and validated the Attitude toward Science in School Assessment (ATSSA). The instrument was used to evaluate the relationship between such attitude and achievement in science. A low correlation was found between attitude and various achievement tests. A moderate correlation was found between attitude and achievement that included an evaluation of the quality of work, as in a course grade.     

Relationship among laboratory instruction,attitude toward science,and achievement in science knowledge

This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997.     

Effects of grade retention on achievement and self-concept in science and mathematics

The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire group of promoted students. The results show that the retained students have a higher self-concept in mathematics after one year of retention than before. Summarizing these empirical findings concerning achievement, we conclude that retention in the 9th grade does not reduce the gap in academic achievement to the regular promoted students.     

Influence of resequencing general science content on the science achievement,attitudes toward science,and interest in science of sixth grade students

This study was designed to determine the influence of resequencing general science content on sixth grade students' science achievement, attitudes toward science, and interest in science. Resequencing content was accomplished for experimental group students through revising the order of textbook chapters in a general science course, in order to clarify content structure and establish interrelationships among major concepts. The subjects were 203 sixth grade learners randomly assigned to the two treatment groups of resequenced content and nonresequenced content. The findings revealed that students for whom content structure was clarified through resequencing general science chapters exhibited significantly higher science achievement, significantly more positive attitudes toward science, and significantly greater interest in science than students for whom general science content was not resequenced.     

The effects of matching instructional strategy with selected student characteristics on ninth grade physical science students' attitudes and achievement

The study investigated the benefits of a matching model of instruction for students enrolled in ninth grade physical science classes in one high school in a small, urban school district. Based on social learning theory, three independent variables were identified for purposes of matching: need level, cognitive style, and locus of control; attitude and achievement outcomes served as the dependent variables. Results of separate analyses of covariance revealed that attitude toward science in general improved with matching, but achievement, attitude toward physical science, attitude toward instruction, and attitude toward the teacher did not improve. Recommendations for subsequent “matching” experiments are discussed in light of the findings in this investigation.     

Attitudes toward science of gifted and nongifted fifth graders

The purpose of this investigation has been to explore whether differences existed between gifted and nongifted fifth graders and between genders and related subgroups with respect to attitudes toward science. Both groups (N = 25) were matched on the demographic characteristics of school-site, race, sex, and socio-economic background. Gifted students were found to have more positive attitudes toward science than nongifted students; however, no significant differences were found. In all cases, boys (all boys, gifted boys, and nongifted boys) exhibited more positive attitudes toward science; again, no significant differences were uncovered between the boys and their counterpart group or subgroups. The item which consistently reflected the most positive rating (gifted students, all boys and gifted boys, and all girls and nongifted girls) was “usefulness of things done in science class.” Items where discrepancies surfaced included “usefulness of science when playing at home” where nongifted students and gifted girls were significantly more positive than their counterparts, and “spending more time doing science experiments” where all boys and gifted boys were significantly more positive than their counterparts.     

Effects of cooperative,competitive, and individualistic learning on students' achievement in science class

The effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth-grade physical science classes. Forty-four students were included in the study. Students were randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experiences.     

An empirical approach toward the prediction of students' science achievement in the United States and Hubei,China

An empirical approach is adopted in this article to explore a possible model for the prediction of students' science achievement in China and the United States. The construction of the model was based on the ninth-grade data base from Phase II of the Second IEA Science Study (SISS) in the United States, and the SISS Extension Study in the Hubei province of China. The common independent variables of the students' science achievement are classified into five categories: students' gender, attitude, home background, classroom experience, and personal effort, according to distinction between visible and latent characteristics, and scree plots from principal component analyses. Latent factors are represented by the first principal components in each of the four latent categories: students' attitudes, home background, classroom experience, and personal effort. Predictors of the model are constructed by polynomials of the visible and latent factors and their interactions in a multivariate Taylor series. Significant predictors at α = .05 were selected through a backward elimination procedure using the Statistical Analysis System. The structure of the four latent factors and the model complexity are compared between the two countries in terms of their educational, political, social, and cultural contexts. © 1996 John Wiley & Sons, Inc.     

三维虚拟现实机电设备控制仿真系统

三维虚拟现实机电设备控制仿真系统由上、下位机构成,上位机PC与下位机嵌入式系统采用RS232相连,基于MODBUS协议通信。上位机的虚拟机电设备采用Unity3D软件设计,其测控信号通过下位机I/O口映射模块与学生设计的单片机或PLC控制系统相连。以典型的XY数控工作台为例,说明控制仿真系统的设计方法。该仿真系统形成与实际设备相同或相似的编程与调试环境,改善了实验实训条件。     

基于虚拟现实的数据结构三维动态教学系统

针对传统板书式教学和组态式教学软件在直观性和趣味性方面的不足,设计并实现了一种基于虚拟现实技术的数据结构三维动态教学系统。系统以VC/MFC+OpenGL的混合软件开发方式实现,具备简单、直观、易用并且交互性良好的特点,还利用Windows多线程技术实现了算法演示步骤与代码当前执行行的同步关联运行。课堂教学应用表明,达到了改进数据结构课程教学、提高学生学习该课程积极性的目的。     

The power of anticipated feedback: Effects on students' achievement goals and achievement emotions

In an experimental study (N = 153 high school students), we tested a theoretical model positing that anticipated achievement feedback influences achievement goals and achievement emotions, and that achievement goals mediate the link between anticipated feedback and emotions. Participants were informed that they would receive self-referential feedback, normative feedback, or no feedback for their performance on a test. Subsequently, achievement goals and discrete achievement emotions regarding the test were assessed. Self-referential feedback had a positive influence on mastery goal adoption, whereas normative feedback had a positive influence on performance-approach and performance-avoidance goal adoption. Furthermore, feedback condition and achievement goals predicted test-related emotions (i.e., enjoyment, hope, pride, relief, anger, anxiety, hopelessness, and shame). Achievement goals were documented as significant mediators of the influence of feedback instruction on emotions, and mediation was observed for seven of the eight focal emotions. Implications for educational research and practice are discussed.     

A cluster analysis of high school science classroom environments and attitude toward science

This study provides a test of a theory which suggests that student perceptions of their classroom environment affect their attitudes toward science. Using the statistical technique of cluster analysis, 27 high school science classes were divided into three distinct clusters which were most distinguishable by the amount of involvement, affiliation with students, teacher support, order and organizations, and innovative teaching strategies. One of the clusters provided a classroom environment which was significantly different from the other two and the students in that environment had more positive attitudes toward science. The dimensions of the classroom environment which make a difference are those which teachers may develop and change in order to enhance the science attitudes and, possibly, the science achievement of their students.     

Studies on attitude toward teaching science and anxiety about teaching science in preservice elementary teachers

These studies examined attitude toward teaching science (ATTS) using an adaptation of the Bratt Attitude Test (M-BAT); anxiety about teaching science (ANX-TS), as measured by the State-Trait Anxiety Inventory (STAI A-State); and selected demographic variables in preservice elementary teachers for the 1977–1978 and 1978–1979 academic years and a follow-up of those students who completed their student teaching in May 1979. The M-BAT and STAI were administered in September at the beginning of Science 6 (earth science and biology course), in December on the next to last day of Science 6, in May on the next to the last day of Science 5 (physical science), and in May 1979 after student teaching. In the two academic years, both ATTS and ANX-TS became more positive during the sequence Science 6-5. Both changes in ATTS and ANX-TS continued to change in a positive direction after completion of Science 6-5, after student teaching. There were differences in the times that the greatest changes in ATTS and ANX-TS occurred. In both studies, the greatest change in ATTS took place between September and December, during Science 6. The greatest change in ANX-TS, however, took place during Science 5 between December and May in the 1977–1978 study. In the 1978–1979 study, the greatest changes in ANX-TS occurred in Science 6, between September and December. The delayed reduction of ANX-TS in the 1977–1978 study may be explained by differences in teaching patterns. In 1977–1978, two teachers taught only their academic specialty, biology or earth science, to students who switched teachers midsemester. In 1978–1979, the same two instructors taught both biology and earth science to the same students. Correlation coefficients for successive and corresponding administrations of both the M-BAT and STAI suggest these variables are related. Students with more positive ATTS tended to have reduced ANX-TS. Neither the number of high school or college science and math courses completed nor the level of enjoyment of these courses appears to be related to ATTS or ANX-TS for the initial administration of the M-BAT and STAI. Closer examination of data, however, indicates that students with negative ATTS and high ANX-TS were fairly evenly divided in their enjoyment of mathematics, while students with positive ATTS and low ANX-TS enjoyed math in a 3:1 like/dislike ratio. The relationship between both ATTS and ANX-TS and achievement is reasonalbly consistent for Science 6. In Science 5, however, the relationship between ATTS and achievement is inconsistent and there is no indication of a relationship between achievement and ANX-TS.