Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultural background and grade level variables

Toma, Radu Bogdan; Greca, Ileana María; Gómez, Martha Lucía Orozco

doi:10.1080/02635143.2018.1561433

Cited by 44 publications

(48 citation statements)

References 52 publications

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“…Therefore, exploring students' attitudes toward science is also helpful in identifying prospective approaches to science teaching and learning (Elster, 2007). Previous research indicated that the attitude of male students toward science was more positive than that of female students (Dawson, 2000;Denessen, Hasselman, & Louws, 2015;DeWitt & Archer, 2015;Toma, Greca, & Orozco Gómez, 2019). Interestingly, 67.5% of the students enrolled in STEM disciplines at Indonesian universities are female and 32.5% are male (UNESCO, 2015).…”

Section: Introductionmentioning

confidence: 99%

Indonesian Primary School and Middle School Students’ Attitudes Toward Science: Focus on Gender and Academic Level

Aini

Rachmatullah

2019

JBSE

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Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students’ attitudes towards science. This research aimed to examine students’ attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students’ attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students’ attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. Keywords: academic level, gender, middle school, primary school, science attitude.

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Section: Introductionmentioning

confidence: 99%

Indonesian Primary School and Middle School Students’ Attitudes Toward Science: Focus on Gender and Academic Level

Aini

Rachmatullah

2019

JBSE

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“…Authors suggested two explanations: the first is difference in stories forming children's emotions, and the second factor is activities related to nature. In our understanding, the relationship to nature among teenagers is becoming more and more important under the current decline of interest in biology [16]. In our research, the fourth factor of BB acceptance, "Way of life", included not only urbanization, but also time spent in nature.…”

Section: Country-related Differencesmentioning

confidence: 89%

“…From early grades, gender and culturally inclusive science teaching strategies should be used to educate students about wildlife species [16]. Teenagers' concerns about animals are formed during grades 8-11, thus this stage "offers the best opportunity for teaching about ethical relationships to animals and the concepts of ecology and wildlife management" [57].…”

Section: Education For Conservationmentioning

confidence: 99%

“…The distribution of age between countries was not uniform (Kruskal-Wallis, H = 294.6, p < 0.001). The average (±SD) respondent's age in Bulgaria was 12.65 ± 1.41 (range 11-18) years, in Turkey 12.89 ± 1.12 (10)(11)(12)(13)(14)(15), in Latvia 13.87 ± 1.06 (11)(12)(13)(14)(15)(16) and in Lithuania 14.28 ± 1.87 (11)(12)(13)(14)(15)(16)(17) years. Marginal frequencies on both sides of the range were small: 98.3% of respondents were 11-16 years old ( Figure A1).…”

Section: Introductionmentioning

confidence: 99%

“…In this study, we focus on brown bear (BB) acceptance by teenagers, as this is indicative of the future of conservation of the BB and other large carnivores. Teenagers are also important in the light of the current trend of scientific ignorance in society and the rapid decrease of interest in biology among schoolchildren [16]. Gender differences in the aforementioned issues are well expressed, as well as a decreasing interest towards animals in older children [17].Teenager attitudes toward LC species depend on several factors, one of which is the presence of a LC species.…”

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confidence: 99%

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Love Off, Fear On? Brown Bear Acceptance by Teenagers in European Countries with Differing Population Statuses

et al. 2020

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The acceptance of large carnivores is one of the key issues for their conservation. We analyzed the level acceptance of brown bears (Ursus arctos Linnaeus, 1758) amongst 10-18 year old school students in four European countries using anonymous questionnaires. Our aim was to characterize the drivers of species acceptance, described as a rural-urban cline, as well as fear levels and the respondents' familiarity with bears. We found lower levels of acceptance of bears were related to fear of bears and that bear acceptance was not higher in the bear-inhabited countries, but urban inhabitants tended to better accept the species. Factor analysis revealed the importance of country-related aspects, familiarity with bears, experiences in human-wildlife conflict, gender-age differences, respondent's relationship to nature and the origin of their knowledge of the species. We consider that bear-related education and mass media in Latvia and Lithuania could reduce fear of these animals and sustain their acceptance, while human-wildlife conflict management measures in Bulgaria and Turkey are recommended to boost the appreciation of the species.Sustainability 2020, 12, 2397 2 of 15 between the ages of 10 and 13 years, these consolidated at around 16 years of age. Therefore, early age positive attitudes can be developed into more nature friendly views and may foster wildlife conservation in the future [9]. In this study, we focus on brown bear (BB) acceptance by teenagers, as this is indicative of the future of conservation of the BB and other large carnivores. Teenagers are also important in the light of the current trend of scientific ignorance in society and the rapid decrease of interest in biology among schoolchildren [16]. Gender differences in the aforementioned issues are well expressed, as well as a decreasing interest towards animals in older children [17].Teenager attitudes toward LC species depend on several factors, one of which is the presence of a LC species. In Lithuania wolf (Canis lupus) acceptance has been found to be directly related to their presence in the region [18]. In Norway, where the wolf population is minimal, wolf was rated as the most dangerous animal by children and adolescents (9-15 years) regardless of respondents' age, with girls expressing more negatively [19]. The rural-urban cline is also very important in the planning of the future of LC conservation [12]. Removed from the direct arena of human-carnivore conflict, young people living in urban areas are able to more rapidly change their attitudes towards nature and conservation, developing a positive LC acceptance [20]. However, urbanization cannot be seen as a solution to human-wildlife conflicts because the actual conflict may not, in reality, concern the wildlife. All conservation or damage-related conflicts are ultimately between humans with different interests, views and values [21], e.g., urban vs. rural inhabitants.Differences in species acceptance between even neighboring countries may be unexpectedly high: in three Baltic countries ...

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Anatomy Terminology Performance is Improved by Combining Jigsaws, Retrieval Practice, and Cumulative Quizzing

Fendos

2020

Anatomical Sciences Ed

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Science courses containing English-language terminology are a common implement in "English as a foreign language" (EFL) countries across the globe. In many of these countries, licensing examinations place added significance on terminology competence by requiring health science graduates to demonstrate mastery of English-language anatomy terms. In recent years, a wealth of research has shown active learning can offer many benefits over lecture-based, didactic approaches. Despite this work, very little has been done to test the potential of active learning in improving medical terminology performance. The present study explores this potential in two human gross anatomy lecture courses in South Korea, collecting performance and survey data from 399 undergraduates over a period of four years. Jigsaws, retrieval practice, and regular cumulative quizzing were used to mitigate three learning challenges specific to the study context: high vocabulary volume, low feelings of control over learning, and difficulties with exam preparation. The results show the reforms significantly improved both performance and learning attitudes, with students overwhelmingly favoring the use of new methods over lecture when taught using a mixture of both. Given that science learning often resembles the process of learning a foreign language, this study offers broad potential for improving terminology competence across disciplines, even for non-EFL students. Anat Sci Educ 14: 641-657.

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Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultural background and grade level variables

Cited by 44 publications

References 52 publications

Indonesian Primary School and Middle School Students’ Attitudes Toward Science: Focus on Gender and Academic Level

Indonesian Primary School and Middle School Students’ Attitudes Toward Science: Focus on Gender and Academic Level

Love Off, Fear On? Brown Bear Acceptance by Teenagers in European Countries with Differing Population Statuses

Anatomy Terminology Performance is Improved by Combining Jigsaws, Retrieval Practice, and Cumulative Quizzing

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