A Study of Iranian Students’ Attitude towards Science and Technology, School Science and Environment, Based on the ROSE Project

Sarjou, Azizollah Arbabi; Soltani, Asghar; Kalbasi, Afsaneh; Mahmoudi, Siruos

doi:10.5296/jse.v2i1.1438

Cited by 10 publications

(11 citation statements)

References 8 publications

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“…An underlying assumption in the current research is that many young people, although they do not plan to be scientists or have a scientific career, find various aspects of science interesting (Sarjou et al 2012). The idea about these questions is to get empirical evidence on what sort of issues students are interested in learning about and to explore how these vary between groups and search for patterns in the answers (Creagh and Parlevliet 2014).…”

Section: Methodsmentioning

confidence: 99%

My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students

et al. 2016

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Background: This study is about Abu Dhabi high school students' interest in science in different contexts. The survey was conducted in connection with the international project, the Relevance of Science Education (ROSE). The sample consists of 5650 students in public and private schools. A structural equation model (SEM) is developed to capture the links between the various constructs. The model hypothesize that students' future job expectations have several significant determinants or constructs related to their interest in science, out-of-school experiences, attitude toward science, opinion about science class, and opinion about environmental challenges. Exploratory factor analysis of each of the original ROSE dimensions provided the factors and constructs for the SEM. Summated scores of factors are used for the SEM analysis. Results: Constructs with the highest total effect are "my science class," "my attitude toward science," and "my interest in science." Both "my out-of-school experiences" and "my opinion of environmental challenges" have low direct effects. In this study, descriptive statistics of items are presented, and the implications for curriculum development, teacher professional development programs, and other education strategies in Abu Dhabi are discussed.

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Section: Methodsmentioning

confidence: 99%

My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students

et al. 2016

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“…These different patterns of thinking and learning habits show the cultural differences between the two generations during the learning process. Culture is key to the success of a nation's development (Rochmat, 2018); it refers to values, principles, traditions and habits (Sarjou, Soltani, Kalbasi, & Mahmoudi, 2012;Muslimin, 2018). Following Hofstede & Bond (1984) have identified for environment cultures in educational systems, such as schools and universities consists of five dimensions, namely power distance (PD), collectivism individualism (CI), feminism masculinity (FM), uncertainty avoidance (UAI), and long-term orientation (LTO).…”

Section: Introductionmentioning

confidence: 99%

Class Culture and the Academic Stress of Digital Natives Generations

Muchsini

Siswandari

2020

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The culture Digital Natives Generations (DNG) are important considerations for lecturers in designing their courses because they are a generation that is very familiar with the technology. The DNG will feel pressured if the learning process is similar to that of the previous generation. Therefore, the purpose of this study is to examine the effect of cultural values in the classroom that may lead to the academic stress of DNG. The research uses quantitative research methods. The instruments of cultural values in the classroom refer to Hofstede's cultural dimension, while Academic Stress (AS) refers to Gadzella’s Student-Life Stress Inventory, with 152 respondents representing students at Sebelas Maret University Indonesia. Data analysis was performed using simple regression analysis with the aid of MINITAB. The results show that there are significant influence of cultural values in the classroom Power Distance (PD), collectivism individualism (CI), feminism masculinity (FM), uncertainty avoidance (UAI), and long-term orientation (LTO) on AS (p < 0.05). The results of the study could be utilized to determine the cultural values in the classroom that could be incorporated into the design of learning models so as to minimize the AS of DNG at higher education.

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“…This shift is particularly apparent in the final years of secondary education. [1][2][3] South Africa is no exception to this trend. Many students perform poorly in science, and do not choose to continue with it, or may not qualify to study science at university.…”

Section: Introductionmentioning

confidence: 99%

“…There has been an increased focus on the need to develop positive attitudes towards science, learning science and scientists. 1,3,7 At a national level, the 2010 and 2013 South African Social Attitudes Survey results showed that generally South Africans expressed positive attitudes about science. However, the statements that measured attitudes about the benefits of science showed a general decline from 1999 when these questions were introduced to the study.…”

Section: Introductionmentioning

confidence: 99%

I believe I can do science: Self-efficacy and science achievement of Grade 9 students in South Africa

Juan¹,

Hannan²,

Namome³

2018

S. Afr. J. Sci.

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An important component of an individual’s scientific literacy is a positive attitude towards science. However, emphasis is too often placed on achievement scores rather than attitude. While individuals’ relative levels of problem-solving skills, inherent aptitudes for the subject matter and teaching practices are conveyed through achievement scores, attitudes to science convey individuals’ emotional evaluation of the subject. Attitudes have a strong impact on behaviour: through either facilitating the learning process or hindering it. Furthermore, attitudes towards science reflect the culture which exists within a school, as well as the wider social context within which learning takes place. As a result, understanding attitudes is a key component of the interpretation of achievement results. We used data from 12 514 Grade 9 students in South Africa who participated in the 2015 Trends in International Mathematics and Science Study to investigate students’ self-efficacy in science. Multiple linear regression analyses were used to address the following key research questions: (1) What is the relationship between self-efficacy and science achievement for Grade 9 students in South Africa? and (2) What are the contextual factors associated with the self-efficacy of Grade 9 students in South Africa? The findings reveal a positive relationship between self-efficacy and science achievement and suggest a need to also focus on noncognitive aspects in order to improve science achievement. Significance: • The study contributes to understanding the determinants of science performance at school. • The findings highlight the importance of non-cognitive dimensions in science achievement at school. • The findings have policy implications for education programmes and teachers in relation to interventions which incorporate non-cognitive dimensions.

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A Study of Iranian Students’ Attitude towards Science and Technology, School Science and Environment, Based on the ROSE Project

Cited by 10 publications

References 8 publications

My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students

My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students

Class Culture and the Academic Stress of Digital Natives Generations

I believe I can do science: Self-efficacy and science achievement of Grade 9 students in South Africa

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