Measuring Attitude Towards Science Among Secondary School Students: the affective domain

Francis, Leslie J.; Greer, John E.

doi:10.1080/0263514990170207

Cited by 62 publications

(36 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…thus, they give affective valence of objects, events and persons in the form of approval and disapproval, agreement and disagreement, etc. Attitudes are an important component in the structure of personality because a person's intention, subsequent behavior and decisions are affected by both their attitude and their perception of society's values about issues (1,2,11). thus, the science-related attitudes developed at school may well be retained into adulthood and play a major role in all kinds of patterns of behavior (29).…”

Section: Methodsmentioning

confidence: 99%

Modern Biotechnology from The Point of View of 15–19-Year-Old High School Students

Kolarova

2011

Biotechnology & Biotechnological Equipment

View full text Add to dashboard Cite

Section: Methodsmentioning

confidence: 99%

Modern Biotechnology from The Point of View of 15–19-Year-Old High School Students

Kolarova

2011

Biotechnology & Biotechnological Equipment

View full text Add to dashboard Cite

“…Attitude toward science was assessed by the six-item Astley-Francis Scale of Attitude toward the Public Value of Science (Astley and Francis, in press), an instrument derived from the attitude toward science scale originally developed by Francis and Greer (1999a), but amended so as to remove those items for which Scientism was assessed by a seven-item scale developed from the two earlier measures of scientism proposed by Fulljames, Gibson and Francis (1991) and by Francis and Greer (2001).…”

Section: Methodsmentioning

confidence: 99%

Promoting positive attitudes towards scienceandreligion among sixth‐form pupils: dealing with scientism and creationism

Astley¹,

Francis

2010

British Journal of Religious Education

Self Cite

View full text Add to dashboard Cite

Publisher: This is an electronic version of an article published in VAstley, J. and Francis, L. J. (2010). Promoting positive attitudes towards science and religion among sixth-form pupils: dealing with scientism and creationism. AbstractA sample of 187 female students, attending a sixth-form study day on religious studies, completed a questionnaire containing four scales concerned with assessing:attitude toward theistic religion, attitude toward science, scientism and creationism.The data demonstrated a negative correlation between attitude toward religion and attitude toward science. However, this negative correlation was transformed into a positive correlation after taking into account individual differences in the students' views about scientism and creationism. The implications of this finding are discussed in the context of the increasing support within society for the teaching of alternatives to evolution within the science curriculum. The authors argue both that it is important to challenge scientism by developing a better understanding of the role and limits of scientific methods, and that religious belief about creation should be recognized as essentially a claim about the ontological dependence of Nature rather than about the details of its origins and development.

show abstract

“…Germann, 1988;Francis & Greer, 1999;Osborne et al, 2003) is the definition of attitude itself. There seems to be many concepts that relate to attitudes that may or may not be included in their definition; e.g.…”

Section: Defining Attitudes Towards Sciencementioning

confidence: 99%

Developing Attitudes towards Science Measures

Kind

Jones

Barmby

2007

International Journal of Science Education

260

188

View full text Add to dashboard Cite

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. AbstractIn this study, we describe the development of measures used to examine pupils' attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science, science outside of school, importance of science, self-concept in science and future participation in science. In developing these measures, criticisms of previous attitude studies in science education were noted. In particular, care was taken over the definition of each of the attitude constructs, and also ensuring that each of the constructs was unidimensional. Following an initial piloting process, pupils aged 11 to 14 from five secondary schools throughout England completed questionnaires containing the attitude measures. These questionnaires were completed twice by pupils in these schools, with a gap of four weeks between the first and second measurements. Altogether, 932 pupils completed the first questionnaire and 668 pupils completed the second one. Factor analysis carried out on the resulting data confirmed the unidimensionality of the separate attitude constructs. Also, it was found that three of the constructs, learning science in school, science outside of school and future participation in science, loaded on one general attitude towards science factor. Further analysis showed that all the measures showed high internal reliability (Cronbach α > 0.7). A particular strength of the approach used in this study was that it allowed for attitude measures to be built up step-by-step, therefore allowing for the future consideration of other relevant constructs.

show abstract

Measuring Attitude Towards Science Among Secondary School Students: the affective domain

Cited by 62 publications

References 67 publications

Modern Biotechnology from The Point of View of 15–19-Year-Old High School Students

Modern Biotechnology from The Point of View of 15–19-Year-Old High School Students

Promoting positive attitudes towards scienceandreligion among sixth‐form pupils: dealing with scientism and creationism

Developing Attitudes towards Science Measures

Contact Info

Product

Resources

About