Correlates of class attitude toward science

Abstract

The purpose of this study was to explore the relationships of students, teachers, and learning environment variables to science attitude. Data were collected from fourth, seventh, and ninth grade students and their science teachers. Variables found to be consistently related to science attitude of classes at all grade levels were (a) sense of the importance of science, (b) student fatalism, (c) teacher quality, and (d) a host of learning environment variables. Implications for teaching practices and for future research were offered.

Relationships of attitudes toward self, family, and school with attitude toward science among adolescents

“…Haladyna et al (1982) found that classroom learning environment accounted for 9%-32% of the variance in attitude toward science when individual responses of fourth, seventh, and ninth graders were examined. Models that were developed using class means accounted for 44%-78% of the variance in attitude toward science (Haladyna et al, 1983). Regression models that included the significant predictors of attitude toward science in all three categories of variables: self, family, and classroom environment (full models), accounted for between 62% and 81% of the variance in attitude toward science (Table V).…”

“…The best models accounted for between 25% to 45% of the variance in attitude toward science, with student variables accounting for the most variance. The models developed for class means also showed a mixture in best predictors for attitude toward science (Haladyna et al, 1983). These models accounted for between 68% to 95% of the variance in attitude toward science.…”

“…Classroom environment has been shown to be an important determinant of attitudes toward science. Several authors have examined the relationship between the classroom learning environment and cognitive and effective learning outcomes (Keeves, 1975;Haladyna et al, 1982Haladyna et al, ,1983andWalberg, 1968,1969). In general, it is reported in these studies that characteristics of teachers, peers, curriculum, and classroom climate are strongly related to attitudes toward science.…”

Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry‐based experiments in physics

“…According to researchers, motivation, hands-on activities, cooperative learning, and student involvement in learning influence student attitudes (Cannon & Simpson, 1985;Dweck, 1986;Haladyna et al, 1982Haladyna et al, , 1983Hill et al, 1995;Myers & Fouts, 1992). Studies have shown that computer simulations can provide all of these factors successfully within a learning environment 2 : (a) motivation, responsibility over learning and empowerment (Grayson & McDermott, 1996), (b) unique instructional capabilities (i.e., linking learners to information sources, helping learners visualize problems and solutions, linking learners to learning tools, providing students with a truly interactive learning experience, providing the environment and within it the concrete experiences necessary for the development of insight about abstract science concepts) (Beichner et al, 1999;Eylon et al, 1996;Goldberg, 1997;Van Heuvelen, 1997), and (c) support for new instructional approaches (i.e., cooperative learning, hands-on activities, constructivist approach), (Tao & Gunstone, 1999;Windschitl & Andre, 1998;Zacharia & Anderson, 2003).…”

Components of interesting science experiments

“…In school science, interest variables are important because they may influence short-term academic achievement (Gooding, Swift, Schell, Swift, & McCroskery, 1990), as well as career aspiration and achievement in science (Brush, 1979;Mason & Kahle, 1989;Oliver & Simpson, 1988). Attitudes toward science, which include interest, are known to reflect, in part, characteristics of science teachers (Haladyna, Olsen, & Shaughnessy, 1983), but they are also shaped by features of science laboratory exercises (Doran & Sellers, 1978).…”