Relations of student, teacher, and learning environment variables to attitudes toward science

Haladyna, Tom; Olsen, Robert; Shaughnessy, Joan

doi:10.1002/sce.3730660503

Cited by 90 publications

(71 citation statements)

References 13 publications

(5 reference statements)

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“…Studies (Breakwell and Beardsell 1992;Brown 1976;Crawley and Black 1992;Gardner 1975;Haladyna, Olsen, and Shaughnessy 1982;Keys 1987;Koballa Jr. 1995;Oliver and Simpson 1988;Ormerod and Duckworth 1975;Piburn 1993;Talton and Simpson 1985Woolnough 1994) have incorporated a range of components in their measures of attitudes to science including:…”

Section: What Is Meant By 'Attitudes Towards Science'?mentioning

confidence: 99%

Attitudes towards science: A review of the literature and its implications

Osborne¹,

Simon

Collins

2003

International Journal of Science Education

2,325

1,850

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This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students' attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inherent to their measurement, what is known about students' attitudes towards science and the many factors of influence such as gender, teachers, curricula, cultural and other variables. The literature itself points to the crucial importance of gender and the quality of teaching. Given the importance of the latter we argue that there is a greater need for research to identify those aspects of science teaching that make school science engaging for pupils. In particular, a growing body of research on motivation offers important pointers to the kind of classroom environment and activities that might raise pupils' interest in studying school science and a focus for future research.

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Section: What Is Meant By 'Attitudes Towards Science'?mentioning

confidence: 99%

Attitudes towards science: A review of the literature and its implications

Osborne¹,

Simon

Collins

2003

International Journal of Science Education

2,325

1,850

View full text Add to dashboard Cite

show abstract

“…Anderson and Mitchener (1994) described prospective primary teachers' knowledge in science as limited in amount, narrow in perspective and characterized by lack of understanding. Other studies about primary school teachers and the teaching of science (Haladyna, Olsen & Shaughnessy, 1982;Harlen & Holroyd, 1997) found that teachers' knowledge of science was a significant factor that influenced their teaching of science, and teacher quality was particularly critical in the development of students' attitudes towards science. The results of the present study are important because they demonstrate the effect of background knowledge on prospective primary school teachers' learning of science, and suggest important implications for an effective teaching of changes of state.…”

Section: Conclusion and Implications For Teachingmentioning

confidence: 99%

Prospective Primary School Teachers’ Perceptions on Boiling and Freezing

Şenocak

2009

AJTE

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“…Klopfer (1971) Several studies (Breakwell & Beardsell, 1992 ;Brown, 1976 ;Crawley & Black, 1992 ;Gardner, 1975 ;Haladyna, Olsen & Shaughnessy, 1982 ;Keys, 1987 ;Koballa, 1995 ;Oliver & Simpson, 1988 ;Ormerod & Duckworth, 1975 ;Piburn, 1993 ;Talton & Simpson, 1985, 1986, 1987Woolnough, 1994) It should be noted that students may express their interest in science while not doing so when in the company of other students who do not share this interest. Adolescents are strongly influenced by group norms.…”

Section: Conceptions Of Science Science Education and The Scientificmentioning

confidence: 99%

Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?

Simonneaux¹,

Albe²,

Ducamp³

et al. 2005

EURASIA J MATH SCI T

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ABSTRACT. The Universitй des Lycйens (University of High-School Students) was set up in France in order to make scientific knowledge more relevant to students and to combat a growing lack of interest in science among students. The scheme involves a series of lectures to students by scientists, each followed by a debate. The organisers hope that putting students in direct contact with researchers will motivate them and enable them to envisage the nature of science and careers in science in a different way. Each of the three lectures covered by this study focused on a socioscientific issue. In spite of the socio-cultural differences observed, the students have a positive opinion of science, scientists and careers in science. But, in the meanwhile, they believe that scientific research may have negative effects.The lectures had little effect, either on their prior conceptions of science and scientists, nor on their acquisition of knowledge.KEYWORDS. Nature of Science, Socio-Scientific Issues, Careers in Science. FRAMEWORK AND PROBLEMThe Universitй des Lycйens (University of High-School Students) was set up in France by the Mission d'Animation des Agrobiosciences or MAA in order to make scientific knowledge more relevant to students and to combat a growing lack of interest in science among students. The scheme involves a series of lectures to students by scientists, each followed by a debate. The organisers hope that putting students in direct contact with researchers will motivate them and enable them to envisage the nature of science and careers in science in a different way.For each session, the main speaker is a researcher. The researcher covers a scientific field based on his own individual experience but also on the collective experience in his field (i.e. evolution, challenges, constraints, motivation, issues under debate, among others).The lecture is completed by another speaker from another field or professional sector, who reacts to the researcher's speech.

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Relations of student, teacher, and learning environment variables to attitudes toward science

Cited by 90 publications

References 13 publications

Attitudes towards science: A review of the literature and its implications

Attitudes towards science: A review of the literature and its implications

Prospective Primary School Teachers’ Perceptions on Boiling and Freezing

Do High-School Students' Perceptions of Science Change When Addressed Directly by Researchers?

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