Attitudes towards science and views of nature of science among elementary school students in terms of gender,cultural background and grade level variables

Background: There is a growing interest in investigating attitudes towards science and views of Nature of Science among elementary grade students in terms of gender, cultural backgrounds, and grade level variables.

Purpose: The purpose of this study is to examine the attitudes toward science and views of Nature of Science among Spanish students, Spanish students of gypsy ethnicity and second-generation Spanish students with east-European heritage, and to determine if their attitudes are related to their views of Nature of Science.

Sample: Data for this study was gathered from seven elementary schools in Spain, forming a convenience sample of 149 students enrolled from 2nd to 5th grade.

Design and Methods: The Nature of Science Instrument (NOSI) and an adaptation of the Test of Science Related Attitudes scale (TOSRA) were used. Follow-up structured interviews were performed with 15 participants.

Results: Regarding gender, boys had better attitudes toward Science than girls but more naïve views of the empirical Nature of Science. In relation to cultural background, second generation Spanish students with east-European heritage reported significantly better attitudes toward Science than Spanish students and Spanish students of gypsy ethnicity. No differences in Nature of Science views were found. Concerning grade level, third graders had more positive attitudes toward Science than fifth and sixth graders and more informed views of the tentative Nature of Science. Finally, no relation between Nature of Science views and attitudes towards Science were identified.

Conclusion: This study stress the need to address the steady decline in positive attitude toward Science and to improve students’ views of Nature of Science from early elementary grades, and to use gender and culturally inclusive science teaching strategies.     

Using Student Diaries to Develop an Evaluative Instrument for Teacher Education Programs

Abstract

This study compared the attitudes of high school juniors toward three types of institutions: 4-year colleges, 2-year colleges, and the “ideal college.” Students rated each institution on forty attitude dimensions. Attitudes toward 4-year colleges were more favorable than attitudes toward 2-year colleges on twenty-seven of the forty dimensions; fifteen of these differences were statistically significant. In contrast, 2-year colleges received more favorable ratings on twelve dimensions, with only five of the differences being significant. The correlation between ratings of the 4-year college and the ideal college was + .601, which was significantly higher than the correlation of + .437 between ratings of the 2-year college and the ideal college. When student attitudes were factor analyzed, three dimensions were identified: Social Activities, Supportive Interpersonal Environment, and Intellectual Climate. The data indicate that high school students have more favorable attitudes toward 4-year than 2-year colleges, and that they do not share the perceptions of community college proponents concerning certain advantages of attendance at 2-year colleges. These findings may have implications for college attendance plans made by students, and for their performance in college.     

Bad boys,good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers

Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers.     

High school students’ scientific epistemological beliefs,self-efficacy in learning physics and attitudes toward physics: a structural equation model

Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively.

Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.

Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used.

Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used.

Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics.

Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.     

A Preliminary Investigation of the Use of Videophone Technology as a Training Tool for Students Working with Older Adults

Abstract

The purpose of this study was to examine changes in student's attitudes toward the use of low-cost videophone equipment as a tool for interacting with elderly residents. Students enrolled in four undergraduate social work courses were asked to observe and participate in a social history interview with a resident volunteer from an assisted-living facility located in north Mississippi. In order to measure changes in participants' attitudes toward technology, students completed the Student Telecommunication Satisfaction Questionnaire prior to and immediately after observing the interview. It was hypothesized that students would demonstrate a positive increase in their attitude toward the use of technology to deliver health care services after being exposed to such technology. The results of this study provide partial support for the hypothesis. In general, students responded positively to the use of video phone technology as a means of augmenting more traditional forms of communication.     

How to Reduce Authoritarianism among Teachers: the Human Development Approach

Abstract

The attitudes of education students toward themselves and others were measured before and after a course in human development. Large changes in attitudes were found to be associated with initial attitude positions, sex and the composition of individual sections of the course. Comparisons of this sample with others indicated that education students have initially more authoritarian attitudes than other college students, but that they change markedly when enrolled in a human development course.     

Training Research Workers

ABSTRACT

The authors investigated and compared Brunei trainee teachers’ attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs.     

Gender,ethnicity, science achievement,and attitudes

Science achievement and attitudes were assessed for a series of students in Grades 3–12 representing the four major ethnic groups in Hawai'i (USA). It was found that more differences were accounted for by ethnicity and even grade than by gender; in addition, there was little interaction between ethnicity and gender. With respect to ethnicity, Caucasian and Japanese-American students outscored Hawaiians and Filipino Americans at all grade levels. Caucasians also expressed the most positive attitudes toward science and Japanese expressed the most positive perceptions of scientists; Hawaiians generally expressed the least positive perceptions. Younger students generally expressed more positive attitudes toward science but less positive perceptions of scientists compared to older students. Caucasians expressed the most positive perceptions of their own science ability and achievement. With respect to gender, there were no consistent differences in science achievement and very few in science attitudes and perceptions. The major differences were that males reported more experiences with physical science activities and also expressed a more male-stereotyped view of science than females, with some variation by ethnicity and grade. There were differences in enrollment in advanced science and mathematics classes in that females were more likely than males to enroll in many, but for both genders the major reason was college admission: Japanese students were most likely and Hawaiians least likely to indicate science interest as a reason. Findings are discussed within the context of cultural ecology and feminist social theory. © 1996 John Wiley & Sons, Inc.     

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.     

The Politics of Environmental Quality

Abstract

The objective of this study was to establish whether students in a variety of educational establishments differed in their attitudes toward nature and the environment and to discover more about their nature- and environment-related activities and knowledge. Major variations among students were found according to their gender and educational backgrounds. Female students tended to show more responsibility toward the environment than male students. Of the different educational groups studied, students of biology exhibited the most positive attitudes and the greatest levels of knowledge; they also participated in many nature-related activities. In contrast, there was some evidence that students of subjects related to technology and economics adopted a more negative attitude toward the environment and, on average, had fewer nature-related hobbies than students in general. Attitudes, the quantity of nature-related activities, and knowledge about environmentor nature-related issues correlated with one another. Although educational background seemed to affect attitudes, activity levels, and knowledge, there are without a doubt a number of other underlying factors.     

Cross‐cultural Similarities in Attitudes toward Computers and the Implications for Teacher Education

ABSTRACT

Results of a three year longitudinal study of elementary school children's attitudes toward computers in Japan, Mexico, and the United States of America are presented, along with implications of the findings for teacher education. Two types of attitudes toward computers (importance and enjoyment) were found to be positively influenced by the introduction of computer activities in primary school. No novelty effect was found regarding enjoyment of computers, and perceived computer importance declined less from Grades 1–3 than several other dispositions measured. No consistent gender differences were found for attitudes toward computers among the three nations. These findings imply that students begin school eager to learn about computers and lacking the gender biases often found in older age groups, and that teachers should be educated to help preserve interest in and access to information technology for all students. Reflections for teacher education conclude the article.     

Formative and summative assessment in Hong Kong primary schools: students’ attitudes matter

ABSTRACT

This study investigates the relationship between students’ attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students’ perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students reported positive instrumental yet negative affective attitudes towards formative and summative assessment. Girls had less negative affective attitudes towards formative assessment, but more positive instrumental attitudes towards formative and summative assessment than boys. Grade 4 students consistently scored higher than Grade 5 and Grade 6 students in assessment attitudes. The gender and grade differences were statistically significant, but had small effect size. Moreover, it was found that students’ affective and instrumental attitudes to formative assessment positively predicted students’ affective and instrumental attitudes to summative assessment.     

A preliminary study of student attitudes on juvenile justice policy

The philosophy and practice of juvenile justice have experienced significant transformations in the last 100 years. A shift to “get tough” attitudes has prompted various legislative reforms and has changed if not hardened attitudes toward youth. In context of these policy developments and social attitudes, this paper summarizes a preliminary study of 1104 undergraduate students on their attitudes on juvenile justice policies in the United States. Student perceptions of school violence, and attitudes toward zero tolerance and drug testing are reported. The authors discuss the responses of criminal justice majors and consider the implications of their academic experience on knowledge and attitudes about juvenile justice.     

Effects of 6E-oriented STEM practical activities in cultivating middle school students’ attitudes toward technology and technological inquiry ability

ABSTRACT

Background: STEM education has become a focus of research and teaching interest in recent years. However, not all scholars agree on the definition and purpose of STEM education. This paper summarizes related past research and suggests that, according to the requirements of Taiwan’s educational environment, STEM education should focus on the cultivation of middle school students’ attitudes toward technology and their ability to engage with technological inquiry.

Purpose: The purpose of this study is to explore the effects of STEM education on attitudes toward technology and technological inquiry abilities of middle school students, this study used the 6E Learning byDeSIGN? model proposed by the International Technology and Engineering Educators Association in the US to design a 6E-oriented STEM practical activity.

Sample: The sample of the study consisted of 139 seventh-grade students from six different classes who participated in a practical activity related to egg protection devices.

Design and methods: To achieve this research purpose, a quasi-experimental design was used, with pre-treatment and post-treatment evaluations of each group. Both the experimental and control groups participated in the activity; however, the experimental group students were guided through the activity using a 6E teaching strategy, whereas the control group students were guided using a problem-solving teaching strategy.

Results: The results showed that a 6E teaching strategy had a positive effect on middle school students’ attitudes toward technology and technological inquiry abilities, but these effects were not statistically different from the effect on the control group with problem-solving teaching strategy.

Conclusions: This study indicates there is no significant advantage in using a 6E process over a problem solving approach. Technology teachers aiming to improve students’ attitudes toward technology and their technological inquiry abilities consider refining the 6E-oriented STEM practical activity process, and students may demonstrate better performance in these two areas.     

Is students’ energy literacy related to their university’s position in a sustainability ranking?

Abstract

University rankings are increasingly important internationally, and in the UK include a sustainability ‘Green League’. However, there is little evidence about experiences of studying in ‘sustainable universities’. We report an empirical study at five universities in varied positions in the Green League, exploring students’ energy literacy, environmental attitudes and perceptions of their institution’s energy-saving efforts. Although the link to energy literacy is not clear, findings suggest that there are significant differences between students’ environmental attitudes at universities placed at different points in the league. In addition, students at higher ranked universities are more positive about their university’s energy-saving efforts, suggesting that these institutions may exhibit more overt manifestations of sustainability. This is important since students report being more likely to choose energy-conservation behaviours if there is visible representation of energy use. The study is the first to attempt a comparison between universities at different positions in a sustainability ranking.     

Preservice teachers' attitudes toward inclusion: Early childhood education and elementary education programs

Abstract

Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities.     

The Ecological Message of the Outdoor Magazines

Abstract

The purpose of this study was to examine (a) college students' attitudes and complexity of thinking about the Endangered Species Act (ESA) and (b) the effects of environment-based coursework on students' attitudes and thinking. Using self-report questionnaires in a pretest-posttest design, the authors examined attitudes in terms of their direction, extremity, ambivalence, and importance. Complexity of thinking was measured as integrative complexity. Results suggested that college students (N = 205) who had moderate and ambivalent attitudes toward the ESA wrote significantly more integratively complex essays about the issue than did students who had unambivalent attitudes. Students' integratively complex thinking was not related to the direction of their attitudes toward the ESA or its personal importance to them. Students who were enrolled in an environment-based, university-wide writing course showed a significantly greater increase in integratively complex thinking about the ESA than did students enrolled in a nonenvironment-based, university-wide writing course.     

Innovating science teaching with a transformative learning model

Abstract

This exploratory study aimed to describe the impact of the ‘Science in Family project’, as a transformative learning model for science teachers trying to improve student’s attitudes toward STEM subjects. This study took place in a public elementary school in Monterrey, Mexico, which has been developing this project for more than thirteen years with students from 4th, 5th and 6th grade. We used participant observation and interviews with four families whose children are students of this elementary school, and with one family whose sons were students of this school some years ago. Results showed that there is a relationship between positive attitudes towards science in students who were exposed to transformative learning models of teaching. Two of the participants took steps to follow science related careers. This study helps to illuminate the extent to which teacher education models influence students’ attitudes and how positive attitudes to science are influenced by the use of learning by doing projects.     

COLLEGE STUDENTS' ATTITUDES TOWARD RESIDENTIAL CARE FACILITIES

This study was designed to explore college students attitudes toward residential care settings for older adults. Subjects were 109 female students aged 18 to 71 years (M = 24.8, SD = 9.49) and 22 male students aged 19 to 43 years (M = 23.3, SD = 5.24) enrolled in a Psychology of Aging course at a local state college. Students interviewed older residents of 96 different long-term care facilities and completed a questionnaire that assessed their impressions of the facility and its residents. Students openness to living in long-term care settings and positive and negative statements about the facility visited were the main measures of student attitudes toward such settings. Nursing homes were perceived more negatively than any other type of long-term care setting. Students who had been affected by meeting the needs of an elderly relative were more open to living in residential care settings, as were students who interviewed residents who were satisfied with their lives. Nursing homes elicited the least openness to living in residential care facilities, whereas assisted care and continuing care facilities elicited the most openness. Students who perceived residents as mentally alert made fewer negative statements about the facilities visited.