Primary Teachers’ Attitudes Towards Science and Technology

Asma, Lieke Joske Franci; Molen, Juliette Walma van der; Aalderen-Smeets, Sandra van

doi:10.1007/978-94-6091-713-4_8

Cited by 18 publications

(11 citation statements)

References 28 publications

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“…Despite general agreement on this umbrella definition of attitudes, several theoretical views exist on its conceptualization (e.g., Bohner and Dickel 2011;Eagly and Chaiken 2007;Van Aalderen-Smeets et al 2012). The framework for teachers' attitudes towards science formed the theoretical basis for our questionnaire development (Asma et al 2011;Van Aalderen-Smeets et al 2012). This framework revises the tripartite model of attitude, based on a literature review, focus group, and the theory of planned behavior (TPB).…”

Section: Attitudes Towards Ssimentioning

confidence: 99%

“…In line with the tripartite model, attitudes towards the behavior, as described in the TPB, can be distinguished in affective (e.g., pleasant-unpleasant) and evaluative (e.g., harmful-beneficial) beliefs about the outcomes associated with the behavior (Ajzen 1991(Ajzen , 2011Ajzen and Driver 1991). Following the framework for teachers' attitudes towards science and the TPB, perceived control should be distinguished into beliefs about dependency on context factors (i.e., perceived controllability) and beliefs or feelings about self-efficacy (Ajzen 2002;Asma et al 2011).…”

Section: Attitudes Towards Ssimentioning

confidence: 99%

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Measuring Pupils’ Attitudes Towards Socioscientific Issues

Klaver

Molen

2020

Sci & Educ

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This paper presents the results of a large-scale study to validate a questionnaire that measures pupils' attitudes towards socioscientific issues (the PASSI questionnaire). We define socioscientific issues (SSI) as those topics that are about complex societal and technological developments that may induce ethical dilemmas. In this study, the term attitudes describes a combination of attitude components that relate to pupils' engagement with SSI. Based on a literature review within social and educational psychology and sociology, on topics such as attitude development, scientific citizenship, social or civic engagement, and SSI teaching and learning, we developed a framework that describes several underlying components of pupils' attitudes towards SSI. These components were translated into nine scales that comprise the PASSI. Results of a validation study among 1370 pupils (age 8-15), using exploratory factor analyses on subsample 1 and subsequently confirmatory factor analyses on subsample 2, indicated an eight-factor structure that showed good convergent and discriminant validity. Furthermore, the PASSI instrument showed adequate measurement invariance for boys and girls, pupils in primary and secondary education, and for pupils at different secondary educational tracks. The results are discussed in terms of directions for future research to further investigate the validity of the PASSI questionnaire. To conclude, the PASSI questionnaire validly measures eight attitudes towards SSI and could serve as a tool that raises awareness of pupils' engagement with SSI. It can be used by researchers and teachers as a diagnostic instrument, to compare groups, and to study effects of SSI education.

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Section: Attitudes Towards Ssimentioning

confidence: 99%

Section: Attitudes Towards Ssimentioning

confidence: 99%

Measuring Pupils’ Attitudes Towards Socioscientific Issues

Klaver

Molen

2020

Sci & Educ

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“…Personal attitude focuses on an individual's attitude toward science, whereas professional attitude focuses more on attitude toward the teaching of science. While recognizing that a person's professional attitude toward teaching science may be influenced by their personal attitude and vice versa (Asma, Walma van der Molen, & van Aalderen-Smeets, 2011), the current study emphasizes professional attitude, given that the research focused on attitudes toward teaching science.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Within the framework there is a clear distinction made between self-efficacy and context factors. A teacher might have high self-efficacy and have high context dependency, that is, a teacher perceives they need particular resources and materials in order to teach science (Asma et al, 2011;van Aalderen-Smeets et al, 2012). Other possibilities could include a teacher with low self-efficacy and high context dependency or a teacher with high self-efficacy and a low context dependency (van Aalderen-Smeets et al 2012).…”

Section: An Outline Of the Multi-dimensional Framework Used In The Cumentioning

confidence: 99%

Teachers’ Attitudes Toward Teaching Science in a New Zealand Intermediate School

Ualesi¹,

Ward²

2018

AJTE

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Concern has been raised globally that a lack of interest by teachers towards teaching science has a negative impact on the children they teach. While attention has been paid to the teacher as a contributing factor to students' attitudes, less has been written about the attitudes of teachers. To bridge this gap, the current study examines six Year 8 teachers' attitudes towards teaching science in a New Zealand intermediate school. Biographical data was gathered and individual semi-structured interviews were conducted that explored the teachers' attitudes. van Aalderen-Smeets et al.'s (2012) framework, which takes a multidimensional view of attitudes, is used as a lens to examine the attitudes of the participants in the current study. In general, the participants had a positive attitude towards teaching science. The dimensions contributing to their positivity or negativity are discussed. Implications for supporting teachers to teach science through professional learning and development opportunities in order to create positive attitudes to teach science are proposed.

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“…This has been empirically and theoretically verified through a variety of contexts and fields (Thibaut et al, 2018;Suprapto &Mursid, 2017;Asma et al, 2011). Additionally, a wide number of researchers concerned with technology education referred to the model under discussion to examine the professional attitudes of teachers toward technology (Asma et al 2011). Therefore, the theoretical framework provided by van Aalderen-Smeets et al ( 2012) was used to examine students' attitudes toward technology.…”

Section: Theoretical Frameworkmentioning

confidence: 95%

Confirmatory Factor Analysis of Pupils’ Attitudes Towards Technology (PATT) Scales: A case of Pakistan

Tariq¹

2019

PSSR

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The study seeks to investigate the psychometric properties of the Pupils' Attitudes Towards Technology (PATT) Scales in technical education institutes of Punjab, Pakistan. The philosophical paradigm of the study was positivism while descriptive research design of quantitative research approach was used to confirm the structure of PATT. 300DAE students were selected from nine technical education institutes of Punjab. Confirmatory Factor Analysis (CFA) was applied to confirm the structure of PATT Scales by using Smart-PLS 3. The results indicated that the value of Cronbach's alpha and composite reliability for the General Interest in Technology (GIT); Attitude Towards Technology (ATT); Consequences of Technology (CT); The Concept of Technology (TCT) were acceptable and greater than 0.70. Meanwhile, the convergent validity and discriminant validity of all the PATT Scales were adequate and higher than 0.5. It is recommended that administrators of Polytechnic Institutes and Colleges of Technology may identify the kind of students who wish to learn technical education by considering their attitude towards technology that might effect on future academic achievement.

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Primary Teachers’ Attitudes Towards Science and Technology

Cited by 18 publications

References 28 publications

Measuring Pupils’ Attitudes Towards Socioscientific Issues

Measuring Pupils’ Attitudes Towards Socioscientific Issues

Teachers’ Attitudes Toward Teaching Science in a New Zealand Intermediate School

Confirmatory Factor Analysis of Pupils’ Attitudes Towards Technology (PATT) Scales: A case of Pakistan

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