Attitude toward Science Teaching of Spanish and Turkish In-service Elementary Teachers: Multi-group Confirmatory Factor Analysis

Abstract

Elementary school teachers' having a positive attitude toward science teaching might encourage students to develop positive attitudes toward science learning. This crosscultural study aimed to validate the seven-factor structure of the Dimensions of Attitude toward Science (DAS) scale by applying it in two countries. Moreover, it aimed to determine the percentage distributions of in-service elementary school teachers' attitudes on the confirmed seven categories. The DAS scale was translated into Turkish and Spanish and administered to 185 teachers in Burdur and 202 teachers in Almeria. Multi-group confirmatory factor analysis confirmed that the factor structures of the translated scales for the two countries correspond to the same seven-factor structure by fitting the theoretical model. The DAS scale was compatible for both countries at an adequate level. In both samples, most of the teachers were against gender stereotyping in the science teaching/learning process, and they indicated they did not have any anxiety, fear, or stress toward teaching science. The crucial difference between the two samples was seen in the teachers' responses to items measuring "Enjoyment" and "Perceived Dependency Context Factors."

An experimental study of a museum-based, science PD programme’s impact on teachers and their students

“…Teachers may be more excited about PD in ISEs because of the inherent association of ISEs with engagement and fun. Indeed, when measured using the same instrument we used, teachers entering ISE-based PD often show higher overall science attitudes compared to teachers entering non-ISE-based PD (Korur, Vargas, & Serrano, 2016;Riegle-Crumb et al, 2015;Rouweler, 2016;van Aalderen-Smeets & Walma van der Molen, 2013). This suggests that ISE PD could be used to recruit teachers who ordinarily may be less inclined to attend PD.…”

Students’ scientific attitude during the Implementation of innovative green garden-based education

“…The mixed methods design was used in this study. Quantitative data was gathered through scientific attitude questionnaire that was adopted from Korur, (2016) and Pitafi et al, (2012). The questionnaire consists of the scientific attitude elements which are: curiosity, dependent on proofs (rationality, open mindedness, critical thinking), cooperation, honesty, and persistency.…”

“…Revati & Meera (2017) define scientific attitude as solving a problem objectively, without bias using logical thinking. Korur (2016) measured the scientific attitudes in relation with curiosity, critical thinking, proof dependent, persistency, co-operation, objectivism, and acceptance of uncertainty. Ural & Gençoğlan (2020) emphasized three basic components of scientific attitudes including belief, feeling, and action.…”

“…Lacap (2015) concludes that there is a significant relationship between academic performance and scientific attitudes. Scientific attitudes have an important role in developing scientific literacy (Korur, 2016).…”

Profiles of Pre-Service Primary Teachers: Attitudes, Self-Efficacy, and Gender Stereotypes in Teaching Science and Mathematics

“…Within the school dimension, primary teachers play a fundamental role given that they are the first representatives of the scientific community with whom children have contact (Michaluk et al, 2018). Teachers have been found to have an impact on student learning (Riegle-Crumb et al, 2015), on their attitudes toward science (Korur et al, 2016) and math (Michaluk et al, 2018;Ren et al, 2016), on their self-efficacy in these subjects (Gurin et al, 2017), on their gender stereotypes (Thomas, 2017), and on their future decisions to undertake scientific careers (Cvencek et al, 2011;Dejarnette, 2012;Nadelson et al, 2013).…”