Changes in perceptions of science for third, seventh, and eleventh grade students

Yager, Robert E.; Yager, Stuart

doi:10.1002/tea.3660220405

Cited by 85 publications

(46 citation statements)

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“…First of all, looking at the variation of the average measures over the different school years, we have observed a steady decline in attitudes towards science as pupils progress through school. This finding has also been highlighted by many other studies, including Yager and Yager (1985), Doherty and Dawe (1985), George (2000 and, and in the review paper by Osborne et al (2003). In addition, the study has highlighted that this decline in attitudes towards science is more pronounced for female pupils.…”

Section: Discussionsupporting

confidence: 78%

Examining Changing Attitudes in Secondary School Science

Barmby

Kind

Jones

2008

International Journal of Science Education

273

165

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis study, carried out in England, examined the variation of attitudes towards science over the first three years of secondary schooling and with gender. The study in question was part of an evaluation of the Lab in a Lorry project, and involved 932 pupils completing a pre-measure questionnaire containing items looking at six separate attitude constructs. From this data, two main patterns emerged; pupils" attitudes towards science declined as they progressed through secondary school, and this decline was more pronounced for female pupils. These conclusions are largely in agreement with previous studies in this field. However, in examining separate attitude constructs, we were also able to identify that the sharpest decline occurred specifically for pupils" attitude towards learning science in school. Furthermore, using linear regression, we identified that as pupils progress through school, this construct becomes a greater influence on attitudes towards future participation in science. Therefore, we also concluded that learning science in school is a particular area that needs to be concentrated upon, if we are to improve children"s attitudes towards science. In the final part of the paper, we drew on interview data obtained from 44 pupils involved in the Lab in a Lorry study. Pupils" comments in these interviews provided further insight into why pupils are "switched off" by school science. We drew out the most prevalent themes that emerged in the interviews, in order to provide further insight into why pupils do not enjoy science in school.

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Section: Discussionsupporting

confidence: 78%

Examining Changing Attitudes in Secondary School Science

Barmby

Kind

Jones

2008

International Journal of Science Education

273

165

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“…However, students thought that school science is interesting and challenging (mean of 3.1229). The study of Yager and Yager (1985) shows similar results.…”

Section: Discussionsupporting

confidence: 75%

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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“…Bu durum, Yetim (1996) tarafından üniversite öğrencileri, öğretim üyeleri ve halkı temsilen belirlenen örneklem üzerinde yürütülen çalışmada, her üç grubun da bilim insanını dalgın ve içe dönük olarak gördükleri sonucuyla tutarlık göstermektedir. Öğrencilerin ilköğretim çağından itibaren bilim insanına ait gerçek dışı imajlara sahip olmasının genelde popüler kültürde bilim insanlarının karikatürize edilmiş olmasından kaynaklanabileceğini ifade eden çalışmaların (Schibeci, 1986;Schibeci & Sorenson, 1983;Yager & Yager, 1985) sonuçlarından hareketle öğretmen adaylarının zihinlerindeki bilim insanı resminin gerçekçi olmaktan uzak olması belki de şaşırtıcı değildir. Ancak öğretmen adaylarının bilim insanına ilişkin zihinlerindeki resimle yüzleşmeleri ve gerçekçi olmayan yönlere dayalı olarak (fiziksel olarak özenilecek bir birey olmaması, asosyal olması, deney malzemeleriyle deneyler yapan fen bilimci olması ile sınırlandırılması, laboratuarda çalışması vb.)…”

Section: Tartışma Ve Sonuçunclassified

A Scientist Created in the Picture that Pre-service Teachers have in their Minds

Çermik¹

2013

Pamukkale University Journal of Education

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ÖzetBu betimsel çalışmada, öğretmen adaylarının zihinlerinde canlanan resimden hareketle bir bilim insanını nasıl gördükleri açığa çıkarılmaya çalışılmıştır. Çalışma, sınıf öğretmenliği programının son sınıfına kayıtlı toplam 104 gönüllü öğretmen adayından, yarı yapılandırılmış anket aracılığıyla toplanan verilere dayalı olarak gerçekleştirilmiştir. Bulgular, öğretmen adaylarının zihinlerindeki öncelikli bilim insanı isminin Einstein olduğunu göstermektedir. Ayrıca üç başlık altında oluşan, toplam yedi temadan hareketle, öğretmen adaylarının zihnindeki bilim insanı genellikle gözlüklü, üzerinde laboratuar önlüğü olan, uzun, dağınık, beyaz veya kır saçlı, kısa boylu ve yaşlı bir erkektir. Meraklı, araştırmacı ruhlu, sabırlı, eleştirel kişilikli, kararlı ve mantıklı ancak asosyaldir. Deney düzenekleri ve malzemelerin olduğu, bir dizi basılı materyalin bulunduğu, notlar, çizimler ve formüllerin yer aldığı dağınık, loş veya karanlık bir laboratuar ortamında çalışmaktadır. Bulgular, öğretmen adaylarının zihinlerindeki bilim insanının genelde gerçekçi bir temele dayanmadığını göstermektedir. Öğretmen yetiştirme sürecinde aday öğretmenlerin bilim insanına ilişkin gerçekçi düşünceler oluşturmaları için çalışmaların yapılması önerilebilir. Anahtar Sözcükler: Bilim insanı, sınıf öğretmeni adayı, öğretmen yetiştirme A Scientist Created in the Picture that Pre-service Teachers have in their Minds AbstractThis study aimed to investigate pre-service teachers' picture of a scientist in their minds. A semi-structured questionnaire was administered to 104 voluntary pre-service teachers who were at their last years in primary education programme. The results showed that the first people came to pre-service teachers' mind was Einstein as a scientist. The findings were categorized into seven themes within three title indicated that in terms of pre-service teachers' picture in their minds, the scientist was generally an old and short male who has loose long white or gray hair, and who wore glasses and laboratory coat on. This scientist was curious, patient, determined, logical, research oriented and critical individual, but asocial type. The results showed that this scientist usually worked in a dark or semi-dark and messy laboratories filled with scientific equipments, books, filing cabinets and full of papers with scientific notations and formulae. According to the result, it can be said that the picture of a scientist that pre-service teachers have in their minds does not base on very realistic thinking. It could be suggested that during teacher education period, pre-service teachers could be educated to develop realistic thinking.

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Changes in perceptions of science for third, seventh, and eleventh grade students

Cited by 85 publications

References 1 publication

Examining Changing Attitudes in Secondary School Science

Examining Changing Attitudes in Secondary School Science

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

A Scientist Created in the Picture that Pre-service Teachers have in their Minds

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