A study of the perceptual orientation of community college students and their attitudes toward science as they relate to science achievement

The purpose of this study was to investigate the perceptual orientation and attitudes toward science of freshman community college students and the relationship of these characteristics toward science achievement. It was found that perceptual orientation (field independence-dependence) was related to attitudes toward science. In addition, it was found that students who were field independent and possessed a positive attitude toward science scored significantly higher on the science achievement test than students who were field dependent and possessed a negative attitude toward science.     

Concerns based adoption model (CBAM): Basis for an elementary science methods course

This study assessed the effectiveness of conducting an elementary science methods course based on the Concerns Based Adoption Model (CBAM) upon the concerns and attitudes of pre-service elementary teachers (PSTs). PSTs were randomly assigned to one of three treatment groups. The three groups included a traditional science methods course, a course based on the theoretical development of concerns, and a course based on the actual measured concerns about teaching an elementary science methods course. Hypotheses were tested to determine if the traditional or either concerns based science methods course was more effective in improving attitudes or advancing PST concerns about teaching science. Two instruments—; The Stages of Concern Questionnaire and the Science Teacher Attitude Scales—; were used to gather pretest, posttest, and delayed posttest data. Analysis of study results indicated that PST attitude toward science and science teaching improved and concerns about teaching science shifted from lower to higher stages of concern in all three treatment groups as predicted by Concerns Theory. However, none of the methods courses proved superior in affecting concerns or attitudes of pre-service teachers. The study concludes that either one semester is too short a time to affect the desired shifts in attitudes and concerns, or that the diagnostic instruments currently available to measure concerns and attitudes are not sensitive or specific enough to measure subtle changes of interest in a research study. The author suggests that research instruments be developed specifically for preservice teachers for this purpose.     

Attitudes toward science and science knowledge of intellectually gifted and average students in third,seventh, and eleventh grades

A questionnaire regarding attitudes toward science and scientific knowledge (Yager & Yager, 1985b) was administered to 143 intellectually gifted (IQ > 130) and intellectually average third-, seventh-, and eleventh-grade students. Measures of internal reliability on four attitude subscales and a content knowledge subscale are reported. Three-way ANOVAs comparing grade, sex, and ability revealed significant differences between average and gifted students in attitudes toward being a scientist, usefulness of science, and, as might be expected, in knowledge of science. Similarly, there were significant differences between grades on attitudes toward teachers and toward science classes, with the most favorable attitudes expressed in third grade, next most favorable in eleventh grade, and clearly more negative attitudes expressed by students in seventh grade. There also was a significant interaction between grade level and ability regarding attitudes toward science classes. In contrast to what might be expected from reported differences between males and females in attitudes toward science, gender as a separate variable did not have a significant main effect in any of the comparisons.     

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.     

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.     

Student teachers' attitudes toward science and science teaching

Attitudes toward science and science teaching are the subject of a mounting body of research on teachers. A widely used instrument developed by researchers in the United States appears to be relevant to the Australian context and was considered appropriate for measuring attitudes of preservice student teachers attending a College of Advanced Education in Brisbane. The findings suggest that much more effort needs to be concentrated on fostering desirable attitudes toward science and the teaching of science among future primary school teachers.     

Computers and Traditional Teaching Practices: Factors influencing middle level students’ science achievement and attitudes about science

The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group experiments during science class) and traditional teaching practices (e.g. having students copy notes during science class) to learn science. The student sample was composed of 294 seventh-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centred teaching practices, computer usage, and traditional teaching practices with science achievement. Both attitudes toward science and student-centred teaching practices were positively associated with science achievement, and student-centred teaching practice was positively associated with attitude toward science. Computer usage was found to have a negative association with student achievement, which was moderated by traditional teaching practices.     

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.     

Teachers designing curriculum as professional development: A model for transformational science teaching

We have designed a model for transformational science teaching focused on linking theory and practice through curriculum decision making that has been the framework for professional development sessions for middle-grade science teachers during the past 5 years. Interviews with teachers revealed that their experiences with curriculum development were of significant value in making decisions concerning the design of classroom environments. As teachers reflected on current research about teaching and learning, in collaboration with university scientists and science educators, they were informed by theoretical perspectives which held implications for their practice. Curriculum development became a vehicle for professional development and school reform; however, it was vital that the teachers were in clear communication with their administrators and communities concerning reform issues. Students and teachers from schools implementing the model and from control sites were interviewed to determine the model's influence on instructional practices and student attitude and achievement in science. The five-phase model for transformational science teaching is discussed here, accompanied by teacher comments about tensions experienced at each phase. This discussion is followed by an analysis of teacher and student interview data that reveals teachers' use of instructional strategies and students' attitudes toward science. Results and analysis of student performance on a mandated end-of-grade science test are also included. From this evidence, we recommend a new design for professional development opportunities for teachers that engages them in decision making as they reflect about the connections between theory and practice and the value of continually testing, revising, and reevaluating curriculum and instructional issues. J Res Sci Teach 34: 773–789, 1997.     

Relationship between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers

Aspects of science background knowledge and attitudes toward teaching science were examined among preservice elementary teachers. The results indicated a low level of science knowledge, a negative relationship between science knowledge and attitude toward teaching science, and a marked lack of confidence toward teaching science among the prospective teachers. Some interesting paradoxes were also found. Recommendations concerning preservice preparation, inclusion of academic science coursework, and collaborative efforts between college departments are offered.     

Affective predictors of preservice science teaching behavior

The study investigated affective changes in elementary preservice teachers during a formative period and related these changes to the development of specific classroom science teaching behaviors. Thirty preservice teachers were randomly selected from a population involved in a field oriented methods course program. Analysis of pre and post affective measures and concurrent measures of perception and performance of teaching behaviors during this formative period found significant developmental relationships. The results suggest the effective use of instruments measuring certain affective changes during a formative period and moderate to strong predictive effects of the development and perception of classroom teaching behaviors. The affective changes which demonstrated relationship with teaching behavior included specific aspects of interests and attitudes toward teaching science and children learning science. No relationship was found with preservice attitudes toward nature.     

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.     

The prediction of academic achievement by a British study habits inventory

The purpose of this study is to determine if the prediction of college success can be improved with the Student Attitude Inventory (SAI). This inventory was developed in Britain and contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation, (2) study methods, (3) examination technique, and (4) lack of distractions toward academic work. Students in six Kentucky community colleges were asked to express their attitudes toward study habits on the Student Attitude Inventory. There were 996 students in the sample population (413 males and 583 females). A measure of ability (composite American College Test score) and academic performance (cumula grade-point average) were obtained for each student sampled. The Student Attitude Inventory did contribute a statistically significant amount of variance beyond an ability measure for males and females.     

Instructional strategy change and the attitude and achievement of seventh- and eighth-grade science students

This sequential methodologic elaboration study investigated differences between the middle school and the junior high instructional strategies and the effects on adolescent attitude toward science in school and science achievement. Subjects of the quantitative phase were 570 seventh- and eighth-grade students in one school in an urban school district in the midwest United States during a transition year from junior high to middle school. Germann's Attitude toward Science in School Assessment and the school district's Benchmark Exams were employed to measure student pre- and posttest attitude and achievement. Variations within grade level, gender, race, general ability, and socioeconomic group were evaluated. Results of split plots revealed no significant differences in science attitude between the experimental middle school group and the junior high control group at this phase. However, there was significant improvement in attitude in both seventh-grade populations, but no change in attitude in either eighth-grade population. No significant differences in attitude were found between males and females, Caucasian students and students of color, or students of different ability or socioeconomic groups. Significant increases in science achievement were revealed in the seventh-grade junior high control group, the eighth-grade middle school, and the eighth-grade junior high, but not in the seventh-grade middle school. No significant differences in achievement were found between males and females. Caucasians scored significantly higher in achievement than students of color. Average and high ability students scored significantly higher pretest to posttest, but low ability students did not. High ability students scored significantly higher than both average and low ability groups. There was significant improvement in science achievement for students in the sufficient socioeconomic status group, but not in the low socioeconomic status group. These results were discussed with the five science teachers, the principal, and a university consultant in the setting, who were the informants of the qualitative elaboration phase of the study. Ethnographic methods uncovered themes explaining differences and similarities within the two instructional strategies. Teachers' feelings and stages of concern were identified. The results are discussed in terms of effectively implementing changes in instructional strategies and assessing science achievement of early adolescents.     

The development and evaluation of physical science curriculum materials designed to improve student attitudes

Physical science curriculum materials designed to improve the attitudes of below-average students were developed from guidelines which reflected the strengths and weaknesses of these students. The materials were administered to ninth and tenth grade students in three average-low ability physical science classes. Students in these classes had I.Q. scores of less than 100, reading achievement below grade placement, and eighth grade science averages of C or below. A control group of three physical science classes was employed. A form of the Semantic Differential was administered as a pretest and posttest. The student who received the materials demonstrated significant improvement in attitudes toward science class and science laboratory.     

Using videodisk instruction in an elementary science methods course: Remediating science knowledge deficiencies and facilitating science teaching attitudes

Inadequate science knowledge of preservice teachers enrolled in science methods courses not only limits their mastery of effective teaching practices, but also may foster negative attitudes toward science teaching. This study investigated the influence of science knowledge upon attitudes toward science teaching in a one-semester elementary science methods course by embedding a videodisk-based instructional component to remediate knowledge deficiencies. Preservice teachers in the experimental group first learned core concepts in physical and earth science through a series of 24 interactive videodisk lessons and then used the concepts as a foundation for preparing and presenting model science lessons. Results showed that the experimental group overcame their initial knowledge deficiencies by mastering the core concepts presented (mean proportion correct on mastery test = 0.91), with multivariate covariance analysis confirming that the experimentals gain in science knowledge was significantly greater than comparable controls in the parallel science methods sections. Additionally, as a result of mastering the core concepts underlying earth science, preservice teachers using the videodisk instruction also displayed significantly greater confidence in their understanding of science knowledge and more positive attitudes toward science teaching at the elementary levels. Implications for improving elementary science teaching through preservice and in-service training are discussed.     

The relationship between attitudes toward science and science achievement

This study investigated the relationship between elementary pupils' attitudes toward science and their science achievement. Residualized gain scores were used to analyze the data. By using residualized gain scores, the effects of individual differences can be minimized. In addition to controlling for these differences, residualized gain scores do not possess the measurement errors that are normally associated with simple change scores. The subjects of this study were 583 intermediate elementary pupils. The average class size was 21. A pretest-posttest design was used. To insure consistency in the teaching of the lesson, each teacher was given an identical detailed science lesson that included all the instructions and materials needed for the activity. The pupils were pre- and posttested. The pupils' science achievement was assessed by a test, the “Hough Pupil Process Test.” It consisted of multiple choice and fill-in questions. The attitude instrument, the “Hough Attitude Inventory,” was given to the elementary pupils involved in this study. It was field tested and found to discern attitudes. The instrument consisted of six statements to which the subjects responded by circling either yes, I don't know, or no. The analysis revealed that there was a significant relationship between the pupils' residualized gain scores on the “Hough Pupil Process Test” and their residualized gain scores on the “Hough Attitude Inventory” (r = 0.45).     

The effect of matching and mismatching cognitive style and science instruction

This study examined the effect of matching learners' cognitive styles with science learning activities on science knowledge and attitudes. Fifty-six elementary education majors who were identified as Sensing Feeling types on the Myers-Briggs Type Indicator participated in this study. The Sensing Feeling type is predominant among elementary school educators. The subjects participated in either nine science activities matched to the learning preferences of Sensing Feelers or nine science activities mismatched to their learning preferences. These mismatched activities were geared toward the learning preferences of Intuitive Thinkers, the dominant type among scientists. Results revealed no significant differences between matched and mismatched groups in knowledge of the material presented or overall attitude toward science and toward science teaching. Comparisons made subsequent to the hypothesized analyses did suggest that cognitive style may affect reactions to certain specific learning activities. The immediate reactions of forty non-Sensing Feeling types who also experienced the treatments were compared to those of the 56 Sensing Feeling subjects. Certain activities which were rated by judges prior to the onset of treatment as being particularly well-matched to the Sensing Feeling style did receive significantly more favorable ratings by the Sensing Feeling subjects than by other types. Conversely, the Sensing Feelers gave significantly lower ratings than other types to certain activities which, according to independent judges, were strongly mismatched to the Sensing Feeling style.     

Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers,STEM, and Non-STEM Majors in Undergraduate Physics Courses

Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study (N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses (N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.