Inquiry and the development of positive attitudes

Johnson, Roger T.; Ryan, Frank L.; Schroeder, Helen

doi:10.1002/sce.3730580109

Cited by 24 publications

(11 citation statements)

References 2 publications

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“…One variable, laboratory instruction, appears to have a consistent positive influence on students' attitude toward science. Individual research studies, reviews, and summaries of research in science education since the 1970s report that hands-on, activity-based laboratory instruction enhances students' attitude toward science (Gunsch, 1972;Johnson, Ryan, & Schroeder, 1974;Dickinson, 1976;Mallinson, 1976;Fraser, 1980). These reviews and summaries are supportive of the use of the laboratory in the development of attitude toward science.…”

Section: Introductionmentioning

confidence: 81%

Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge

Freedman¹

1997

J. Res. Sci. Teach.

230

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This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p Ͻ .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r ϭ .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p Ͻ .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers.

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Section: Introductionmentioning

confidence: 81%

Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge

Freedman¹

1997

J. Res. Sci. Teach.

230

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“…There is, however, a marked lack of evidence comparing the relative efficacy of the three goal structures in producing mastery and retention of the basic information and processes being taught in science classes. The evidence that does exist suggests that having students work cooperatively will promote high achievement (Johnson & Johnson, 1975) and more positive attitudes toward their instructional experience (Johnson, 1976;Johnson, Ryan, & Schroeder, 1974;Tjosvold, Marino, & Johnson, 1977) than will having students compete with one another or work individually. These studies have primarily been conducted with elementary and senior high school students.…”

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confidence: 99%

Effects of cooperative, competitive, and individualistic learning on students' achievement in science class

Humphreys

Johnson

1982

J Res Sci Teach

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The effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth-grade physical science classes. Fortyfour students were included in the study. Students s e r e randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experiences.

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“…5). Substantial literature supports the positive contribution of laboratory experiences on student science achievement (Gunsch, 1972;Johnson et at., 1974;Dickinson, 1976;Freedman, 1997).…”

Section: A Model To Predict 12th Grade Student Science Achievementmentioning

confidence: 90%

The Development of Civic Scientific Literacy in the United States

Miller

2000

Innovations in Science Education and Technology

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Inquiry and the development of positive attitudes

Cited by 24 publications

References 2 publications

Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge

Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge

Effects of cooperative, competitive, and individualistic learning on students' achievement in science class

The Development of Civic Scientific Literacy in the United States

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