An investigation into factors affecting attitudes toward science of secondary school students in Jordan

Hasan, Omar E.

doi:10.1002/sce.3730690102

Cited by 20 publications

(17 citation statements)

References 33 publications

(38 reference statements)

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“…This negative perception can influence the students' achievement, attitude and behaviour (Lindahl 2003). When students perceive they have higher science ability then they have better self-concepts, and therefore are motivated towards achieving (Hasan 1985). In the cross-sectional attitudinal survey it was found that when science is perceived to be more difficult interest declines (Logan and Skamp 2005).…”

Section: Increasing Difficulty Of Sciencementioning

confidence: 93%

“…Achievement and/or perceived ability in science probably impact on some students' attitudes towards, and interest in, science (Hasan 1985;Lindahl 2003;Osborne et al 2003). As boys may perceive themselves as having higher abilities in science than girls (Andre et al 1999;Jovanovic and Steinbach King 1998), then there could be interaction effects between gender and achievement and attitudes towards, and interest in, science.…”

Section: The Decline In Positive Attitudes and Interestmentioning

confidence: 95%

“…Parental perceptions of their children's abilities could be a strong influence in how students perceive their own abilities and this in turn could influence their "expectations for success, achievement, interest in school subjects, and future careers" and this could include parental gender bias towards boys and science (Andre et al 1999, p. 742; also see Hasan 1985). The attitude of peers towards science also may impact on an individual's attitudes towards science.…”

Section: The Decline In Positive Attitudes and Interestmentioning

confidence: 96%

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Engaging Students in Science Across the Primary Secondary Interface: Listening to the Students’ Voice

Logan

Skamp

2007

Res Sci Educ

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Most studies indicate primary students' attitudes towards and interest in science decline as they progress into the secondary years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students' voice as they cross the interface. In this study multiple qualitative data sources, supported by a 'science interest' composite scale, followed 20 students over 2 years. In contrast to baseline data on their peers these students, in general, maintained their interest in science. Apart from identifying the teacher's pedagogical approach and classroom environment as two key issues in understanding these students' journeys, the importance of listening to and heeding the students' voice may be an even more critical concern in addressing the decline in students' attitudes and interest in science.

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Section: Increasing Difficulty Of Sciencementioning

confidence: 93%

Section: The Decline In Positive Attitudes and Interestmentioning

confidence: 95%

Section: The Decline In Positive Attitudes and Interestmentioning

confidence: 96%

See 1 more Smart Citation

Engaging Students in Science Across the Primary Secondary Interface: Listening to the Students’ Voice

Logan

Skamp

2007

Res Sci Educ

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“…Fen ve Teknoloji dersine olan tutum ile ilgili çeşitli anketler (Hasan, 1985;Gogolin & Swartz, 1992;Gabel, 1994) hazırlanmış olup, bu çalışmada Geban ve arkadaşlarının (1994) uyguladığı anket kullanılmıştır. Öğrencilerin derse yönelik tutum düzeylerindeki değişimin belirlenmesi için deney grubu ile kontrol grubunun tutum puanlarının ortalamaları, standart sapmaları ve "t" testi sonuçları .05 manidarlık düzeyinde incelenip yorumlanmıştır.…”

Section: Başarı Belirleme Testleri (Bbt)unclassified

İşbirlikli Öğrenmenin Başarıya ve Tutuma Etkisi

Genç¹,

Şahin²

2015

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-The aim of this study is to analyze the effects of cooperative learning on students' science attitude and achievement. Sampling group of the survey consists of 74 students studying in 8th grade in primary school. This study has a pretest-posttest control group research design. Science success tests and science attitude scale were used as a data collection tool. Jigsaw, academic controversy, ask and learn together, team-game-tournament, team assisted individualization which are cooperative learning's techniques were applied to the experimental group. The conventional method was applied to control group. The study was carried out 4 months. The result of this study showed that cooperative learning's techniques which were used increased students' science achievement. On the other hand, no change in terms of attitude has been seen in any group at the end of the applications lasting about four months. It's thought that it resulted from the fact that applications of this isn't enough long to influence attitude and students' attitude levels are also high enough.

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“…There has also been confusion in terms of the difference between scientific attitudes and attitudes toward science. Different meanings have been given to these concepts (Aiken & Aiken, 1969;Gardner, 1975a;Hasan, 1985;Pearl, 1973;Fraser, 1977;Schibeci, 1984;Shrigley, 1983). In general scientific attitudes consider the supposed characteristics of scientists at work and hence their acquisition was deemed as an appropriate objective for science curricula (Munby, 1980).…”

Section: Lack Of Conceptual Claritymentioning

confidence: 99%

Problems in assessing student attitude in science education: A partial solution

Krynowsky

1988

Science Education

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An investigation into factors affecting attitudes toward science of secondary school students in Jordan

Cited by 20 publications

References 33 publications

Engaging Students in Science Across the Primary Secondary Interface: Listening to the Students’ Voice

Engaging Students in Science Across the Primary Secondary Interface: Listening to the Students’ Voice

İşbirlikli Öğrenmenin Başarıya ve Tutuma Etkisi

Problems in assessing student attitude in science education: A partial solution

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