Studying students’ attitudes towards science from a cultural perspective but with a quantitative methodology: border crossing into the physics classroom

Krogh, Lars Brian; Thomsen, Poul

doi:10.1080/09500690412331314469

Cited by 84 publications

(59 citation statements)

References 25 publications

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“…Male students are more interested in Physics than female students. This result finding agrees to studies done by Visser (2007), Krogh and Thomsen (2005), Sgoutas et al (2005) and Kessels et al (2006). These results are contradictory to the early researches conducted by Narmadha and Chamundeswari (2013) who found that the girls are better than boys in both attitude towards learning of Science and science achievement.…”

Section: Students' Attitude Towards Physics Based On Gendersupporting

confidence: 84%

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Attitude towards Physics and Additional Mathematics Achievement towards Physics Achievement

Veloo¹,

Rahimah²,

Khalid³

2015

IES

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The purpose of this research is to identify the difference in students' attitude towards Physics and Additional Mathematics achievement based on gender and relationship between attitudinal variables towards Physics and Additional Mathematics achievement with achievement in Physics. This research focused on six variables, which is attitude towards Physics, career related to Physics, importance of Physics, difficulty of understanding Physics, Physics teachers and Physics equipment usage. The respondents consist of 203 Grade 10 students in science stream who are taking Physics as an elective subject. This research was done in secondary schools in the district of Kota Bharu, Kelantan. A questionnaire was used to gather the data regarding six aspects (24 items). The items from Prokop, Tuncer, and Chuda (2007) were translated and used to determine the students' attitude towards Physics. The findings showed a significant difference in students' interest towards Physics, career related to Physics, importance of Physics, difficulty of understanding Physics, Physics teachers and Physics equipment usage whereby the male students are higher compared to female students. Meanwhile there was no difference between students' attitude towards the importance of Physics and achievement in Additional Mathematics. There is a strong relationship between Additional Mathematics achievement and Physics achievement followed by interest towards Physics and difficulty of understanding Physics. Meanwhile the relationship between students' attitude towards career related to Physics, importance of Physics, Physics teacher and Physics equipment usage is not significant towards Physics achievement. Physics teachers should give more emphasis in not only the learning of Physics but more importantly on students' attitude towards the learning of Physics.

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Section: Students' Attitude Towards Physics Based On Gendersupporting

confidence: 84%

“…They also have the inclination to choose a Science and Technical related career (Krogh & Thomsen, 2005). A study by Sgoutas, Nagel, and Scott (2005) conducted on 148 science students in San Diego found that female students have a higher negative attitude compared to male students.…”

Section: Students' Attitude Towards Physics Based On Gendermentioning

confidence: 99%

Attitude towards Physics and Additional Mathematics Achievement towards Physics Achievement

Veloo¹,

Rahimah²,

Khalid³

2015

IES

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“…Becoming a mathematician or a scientist involves enculturation. Krogh and Thomsen (2005) have shown how the number of intercultural borders between a learner's initial position and the science culture one is to enculture in correlates significantly with avoiding, for instance, A-level physics.…”

Section: Theoretical Perspectivementioning

confidence: 99%

Mathematical enculturation from the students’ perspective: shifts in problem-solving beliefs and behaviour during the bachelor programme

Perrenet

Taconis

2008

Educ Stud Math

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This study investigates the changes in mathematical problem-solving beliefs and behaviour of mathematics students during the years after entering university. Novice bachelor students fill in a questionnaire about their problem-solving beliefs and behaviour. At the end of their bachelor programme, as experienced bachelor students, they again fill in the questionnaire. As an educational exercise in academic reflection, they have to explain their individual shifts in beliefs, if any. Significant shifts for the group as a whole are reported, such as the growth of attention to metacognitive aspects in problem-solving or the growth of the belief that problem-solving is not only routine but has many productive aspects. On the one hand, the changes in beliefs and behaviour are mostly towards their teachers' beliefs and behaviour, which were measured using the same questionnaire. On the other hand, students show aspects of the development of an individual problem-solving style. The students explain the shifts mainly by the specific nature of the mathematics problems encountered at university compared to secondary school mathematics problems. This study was carried out in the theoretical framework of learning as enculturation. Apparently, secondary mathematics education does not quite succeed in showing an authentic image of the culture of mathematics concerning problem-solving. This aspect partly explains the low number of students choosing to study mathematics.

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“…This assumption is based on the premise that each course of study promotes subject-specific values, norms, expectations, beliefs, and conceptions of the world (Krogh & Thomsen, 2005). Jegede and Aikenhead (1999) maintain that the academic endeavor is a cross-cultural experience that requires students to manage and negotiate multiple cultural contexts daily.…”

Section: The Institutional Plane: Societal Foundations Of Learningmentioning

confidence: 99%

Children and the Principles of Learning: Implications for Multicultural Development

Ellis¹

2008

The SAGE Handbook of Child Development, Multiculturalism, and Media

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Studying students’ attitudes towards science from a cultural perspective but with a quantitative methodology: border crossing into the physics classroom

Cited by 84 publications

References 25 publications

Attitude towards Physics and Additional Mathematics Achievement towards Physics Achievement

Attitude towards Physics and Additional Mathematics Achievement towards Physics Achievement

Mathematical enculturation from the students’ perspective: shifts in problem-solving beliefs and behaviour during the bachelor programme

Children and the Principles of Learning: Implications for Multicultural Development

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