A Case Study Exploring Non-dominant Youths’ Attitudes Toward Science Through Making and Scientific Argumentation

Hsu, Pi-Sui; Lee, Eric Monsu; Ginting, Silvia; Smith, Thomas J.; Kraft, Carol D.

doi:10.1007/s10763-019-09997-w

Cited by 13 publications

(8 citation statements)

References 38 publications

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“…They found that higher levels of home socio‐economic status as well as parents involvement in checking homework, and ensuring that time is set for homework and reading of science were related to more positive attitudes about science. While gender differences in attitudes toward science are well documented when considered as an explicit goal of school science programs in developed countries (Pahlke et al, 2014; Potvin & Hasni, 2014; Osborne et al, 2003; Summer & Abd‐el‐Khalick, 2018) or when considering the benefits of school and students' experiences (Hsu et al, 2019; Lelliot, 2014; Toma & Lederman, 2020), more research is needed to understand the factors that influence year 14–16 junior high school students' attitudes toward science in different educational settings in developing countries. This study contributes to efforts aimed at addressing students' lack of interest in school science as well as their confidence in pursuing science electives in the future, which is rhetorically important for initiatives promoting scientific literacy and science for all.…”

Section: Boys Girls Overall M (Sd) D M (Sd) D M (Sd)mentioning

confidence: 99%

“…Additional research evidence agrees that positive attitudes can influence student performance and career decision-making (Hsu et al, 2019;Koballa Jr., 2012;Toma & Lederman, 2020;Summer & Abd-el-Khalick, 2018). Students in South Africa, unfortunately, generally lose interest in science during their middle and high school years (Iwuanyanwu, 2019;Ogunniyi & Mikalsen, 2003;Reddy, 2017).…”

Section: Introductionmentioning

confidence: 96%

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Is science really for me? Gender differences in student attitudes toward science

Iwuanyanwu

2022

School Sci & Mathematics

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The question of whether single-sex or co-ed schooling has any impact on students' attitudes toward science is highly contested and warrants research from all corners of the world. This study adds to our current knowledge by investigating different attitudinal indices of Grade 9 science students (N = 356, M age = 14.5 years) in single-sex and co-ed schools in terms of involvement in science instruction, enjoyment of science, value of science, engagement in practical work, influences of family, teachers, peers, and friends, interest in, and confidence for future participation in science. A total of 356 questionnaires was completed using a 43 Likert-type attitude questionnaire, and these served as the basis for data analysis in the study. The analyses indicated a relationship between gender and school type on students' attitudes toward science across all seven attitudinal dimensions examined. The findings revealed that:(a) attitudes toward science among students from co-ed schools were significantly lower than those of single-sex schools (p < 0.001) and (b) compared to boys in co-ed schools, girls in single-sex schools had a similar attitude toward science in terms of enjoyment, confidence, and future participation in science, and they were more engaged in science activities such as displaying experiments or doing small group activities. The findings also show that, in addition to students' personalities, gender, and other factors, there is a school factor involved in shaping their attitude toward science.

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Section: Boys Girls Overall M (Sd) D M (Sd) D M (Sd)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

Is science really for me? Gender differences in student attitudes toward science

Iwuanyanwu

2022

School Sci & Mathematics

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“…While students who do not like science will tend to be passive when science learning takes place. In addition, a student who likes science will be easier to understand science so that it will have an impact on his learning achievement Hsu et al (2019) Students' pleasure in learning science is due to several factors such as the use of learning resources and the way teachers teach. Learning in the midst of the current pandemic, technology is very important to be integrated as a more flexible learning method and encourage students to have professional skills talent (Trujillo Maza et al, 2016).…”

Section: Indicator Enjoyment Of Science Lessonsmentioning

confidence: 99%

“…Sim ilarly, Barmby et al (2008) found that ATS students in junior high school may influence their participation rate in science in the future. A student who likes science will be easier to understand science so that it has an impact on his better learning achievement (Hsu et al, 2019). Conversely, the bad attitude that students have towards science will have an effect on understanding science and low learning achievement.…”

Section: Indicator Career Interest In Sciencementioning

confidence: 99%

Learning Amid The Covid-19 Pandemic: What is The Attitude Towards Science of Middle School Students?

Setiawan

Suhandi

Rochintaniawati

2021

JPMIPA

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This article aims to find out the attitude toward science of students during online learning in the midst of the Covid-19 pandemic which is reviewed based on the TOSRA indicator. The method used in this study is a descriptive method. The sample used in the study amounted to 55 students of MTs Negeri 2 Bolaang Mongondow. The study was conducted by spreading the 4point science attitude scale instrument to students as many as 20 statement items. The results showed that the indicators enjoyment of science lessons, leisure interest in science, further study in the field of science, and career interest in science got an average score of 77.38 in the excellent category, 74.54 in the high category, 68.36 in the high category, and 65.72 in the high category. While the overall average value at 71.38 is in the high category. Thus, it can be concluded that the attitude toward science of students in the midst of the covid-19 pandemic is in a good category. The results also showed that the TOSRA indicator is effectively used to measure students' attitudes toward science.

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“…Their work provides valuable contextual understanding to Gu, Xu, and Hong's (2019) study (also in this special issue)-on the development of a Technological Literacy Survey-is one such example of the very necessary efforts being made at this intersection of learning and making. In turn, this paper provides context for another paper in this special issue, namely that describing the work of Hsu, Lee, Ginting, Smith, and Kraft (2019) on making and scientific argumentation.…”

mentioning

confidence: 99%

Maker-Centred Science and Mathematics Education: Lenses, Scales and Contexts

Wang

Lim

Lavonen

et al. 2019

Int J of Sci and Math Educ

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It is a distinct privilege to bring this special issue-themed on Maker-Centred Science and Mathematics Education-to our readership. Maker movements can trace their origins to the culture of vocational education in Germany since the 1980s. As these early cultures of making and improvisation diffused to the New World, they manifested in more formalised physical spaces as makerspaces-initiated by local interest-based communities as well as by private enterprise-in many cities across the US. Makers design artefacts that can be applied in daily life-often in creative ways. Many of the interest-based maker communities openly share their 'making' process using diverse approaches. That is why many makerspaces have been initiated worldwide as bases from which makers design, create and share. Such phenomena have been described as 'maker movements'. Concurrently, many researchers of education practice have begun to investigate issues relating to the introduction of the concept of makers within education. The accompanying educational discourse on the concept of makers is rooted in Dewey's constructivism and its key feature is 'learning by constructing knowledge through the act of making something shareable' (Martinez & Stager, 2013, p. 21). This might also be expressed as 'learning by making' and/or 'making for learning'. Over time, the maker concept has been introduced into K-12 systems around the world. In

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A Case Study Exploring Non-dominant Youths’ Attitudes Toward Science Through Making and Scientific Argumentation

Cited by 13 publications

References 38 publications

Is science really for me? Gender differences in student attitudes toward science

Is science really for me? Gender differences in student attitudes toward science

Learning Amid The Covid-19 Pandemic: What is The Attitude Towards Science of Middle School Students?

Maker-Centred Science and Mathematics Education: Lenses, Scales and Contexts

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