The Effects of Dichotomous Attitudes toward Science on Interest and Conceptual Understanding in Physics

Kim, Minkee; Song, Jinwoong

doi:10.1080/09500690802563316

Cited by 15 publications

(21 citation statements)

References 33 publications

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“…That there is a positive correlation between general interest in science and attitudes towards science may not be surprising and has also been confirmed (Tuan, Chin, & Shieh, 2005). One study pursued this relationship one step further and found a positive correlation between general interest and intrinsic attitudes, while no correlation was found with regards to extrinsic attitudes (Song, 2009). Nevertheless, the correlation between general interest in science and attitudes towards science seems to be undisputed and assumed in science education research.…”

Section: Previous Research On Students' Attitudes Towards Biotechnologymentioning

confidence: 86%

Secondary School Biology Students’ Attitudes towards Modern Biotechnology Characterised using Structural Equation Modeling

Nordqvist

Johansson

2019

EURASIA J MATH SCI T

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In biotechnology education research (BTER), the multifaceted construct of attitude has seldom been problematised in depth despite that the majority of studies in BTER during the last two decades have focused on students' attitudes towards modern biotechnology. Most studies on attitudes in science education use a single-factor model in characterising students' attitudes, while some use a three-factor model. By means of structural equation modeling the current study tested and evaluated single, three-factor, and bifactor models of student attitudes towards modern biotechnology. To further shed light on the stability of this model measurement invariance testing was carried out for groups; school-type, gender, grade, parental education and educational programme. The results showed that a three-factor model and a bifactor model showed satisfying fit to the student attitude data. The bifactor model were relatively invariant for all groups except for gender, where boys had a more positive attitude. The affective and behavioural aspects of attitudes were highly correlated why the bifactor model with its general factor and specific cognitive factor may provide a more sound explanation of students' attitudes towards biotechnology. The results indicate the importance of including affective and behavioural dimensions of attitude in biotechnology teaching. Further implications for practice are discussed.

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Section: Previous Research On Students' Attitudes Towards Biotechnologymentioning

confidence: 86%

Secondary School Biology Students’ Attitudes towards Modern Biotechnology Characterised using Structural Equation Modeling

Nordqvist

Johansson

2019

EURASIA J MATH SCI T

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“…Not surprisingly, some attempts at establishing correlations between interest and motivation, for example, were successful [196], but a very interesting result was also reported in Finland, where attitude of the intrinsic kind was reported to correlate with interest, while the extrinsic kind did not [110].…”

Section: Correlations With Other Variablesmentioning

confidence: 90%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

522

360

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The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

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“…In final, the motivation estimated GPA by 0.63 (N = 369; undergraduate students in USA). (Kim & Song, 2009) Exogenous: intrinsic/extrinsic attitudes towards science (AS) Endogenous: interest (TI) and conceptual understanding of physics (CU) Intrinsic AS exclusively estimated the 11 th -graders' conceptual understanding of physics by 0.61. Extrinsic attitudes towards science did not contribute to any of the endogenous variables with statistical significance (N = 116; 10 th -graders in Japan).…”

Section: Confirmatory Semmentioning

confidence: 99%

“…The instrument consists of Likert-scale items on student's attitudes and interests as well as questions to measure student's physics misconceptions. Their affective and cognitive instrument then enabled Kim and Song (2009) to validate the AS-TI-CU model fitted as admissible by confirmatory structural equation modelling (SEM). Sampling 10 th -graders from a secondary school in Japan, this model disclosed that intrinsic attitude towards science (AS) (career preference, emotional states towards science and favourableness towards school science) has positive causal influence on learners' topic interest (TI) and conceptual understanding (CU) in physics.…”

Section: Introductionmentioning

confidence: 99%

A Confirmatory Structural Equation Model of Achievement Estimated by Dichotomous Attitudes, Interest, and Conceptual Understanding

Kim

Song

2010

EURASIA J MATH SCI T

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Many models in science education have tried to clarify the causal relationships of affective variables on student performance, by presenting theoretical models, exploratory SEM (structural equation models), and confirmatory SEM. Based on the literature, the recent AS-TI-CU model scrutinised the most robust stimuli of conceptual understanding (CU): intrinsic attitude towards science (AS) and topic interest (TI). However, the confirmatory model has not been extended to estimate how students achieve in the secondary science or in Korea where student's disengagement in science is prevalent. Sampling 10 th-and 11 thgraders in Korea (N = 219), this study thus aims to clarify how the forth factor "school achievement (SA)" interacts in the structural equation modelling. The multiple-group SEM analysis in AMOS7 reveals that student's intrinsic AS stimulates their school achievement in both graders and that their topic interest abnormally discourages school achievement only in the 11 th-graders. The findings provide explanations for the latent threats of negative attitudes and for the "age 14's dip". Lastly, how to form a theory of persuasion of attitude change is discussed for a further research question.

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The Effects of Dichotomous Attitudes toward Science on Interest and Conceptual Understanding in Physics

Cited by 15 publications

References 33 publications

Secondary School Biology Students’ Attitudes towards Modern Biotechnology Characterised using Structural Equation Modeling

Secondary School Biology Students’ Attitudes towards Modern Biotechnology Characterised using Structural Equation Modeling

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

A Confirmatory Structural Equation Model of Achievement Estimated by Dichotomous Attitudes, Interest, and Conceptual Understanding

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