The science curriculum improvement study and student attitudes

Lowery, Lawrence F.; Bowyer, Jane; Padilla, Michael J.

doi:10.1002/tea.3660170410

Cited by 15 publications

(7 citation statements)

References 6 publications

(5 reference statements)

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“…Perceptions of classroom practices and learning science were assessed over 3 years, during a period of curriculum policy change in science toward more constructivist approaches. Lowery, Bowyer, and Padilla (1980) had found similar results through self-report questionnaires of elementary children's heightened positive attitudes toward science after an inquiry-based curriculum reform in certain schools fostering scientific thinking, encouraging learning-by-doing, with support from teacher scaffolding, compared with control schools. Notably, this difference was significant only after the entire 6-year exposure to the inquiry-science program; past studies of two physical science units documented that limited exposure did not reveal this relationship (Allen, 1972(Allen, , 1973.…”

Section: Outcome Categoriesmentioning

confidence: 76%

Student Outcomes in Inquiry Instruction

Saunders-Stewart

Gyles

Shore

2012

Journal of Advanced Academics

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Curricular reform efforts are underway in many countries, focused on adopting inquirybased approaches to teaching and learning. Therefore, it is increasingly important to understand what outcomes students attain in inquiry environments. Derived from a literature review, a 23-item, criterion-referenced inventory is presented for theoretically implied and empirically based outcomes or benefits for students engaging in inquiry, and includes research on overlapping pedagogical topics such as discovery learning and problem-based learning. Student outcomes include knowledge and skills, intrinsic motivation, and development of expertise, among others. Supporting research is primarily available in the areas of cognitive and affective outcomes (e.g., knowledge, skills, motivation, attitudes, and creativity). This list can be used as a starting point for research or converted into professional development tools.

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Section: Outcome Categoriesmentioning

confidence: 76%

Student Outcomes in Inquiry Instruction

Saunders-Stewart

Gyles

Shore

2012

Journal of Advanced Academics

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“…Okebukola (1986) explored the effects of cooperative learning on the attitude of students toward laboratory work and found a significant difference in gender for both the cooperative and noncooperative group with boys having more positive attitudes than girls. Lowery, Bowyer, and Padillia (1980), although suggesting that a curriculum can have a measurable effect on students' attitudes, did report the maintenance of attitudinal differences between the sexes within both the control and the experimental groups. In both groups, the boys showed more positive attitudes toward science than the girls.…”

mentioning

confidence: 87%

Gender differences in student attitudes toward science: A meta‐analysis of the literature from 1970 to 1991

1995

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A meta‐analysis covering the literature between 1970 and 1991 was conducted using an approach similar to that suggested by Glass, McGaw, and Smith (1981) and Hedges, Shymansky, and Woodworth (1989). This analysis examined gender differences in student attitudes toward science, and correlations between attitudes toward science and achievement in science. Thirty‐one effect sizes and seven correlations representing the testing of 6,753 subjects were found in 18 studies. The mean of the unweighted effect sizes was .20 (SD = .50) and the mean of the weighted effect size was .16 (SD = .50), indicating that boys have more positive attitudes toward science than girls. The mean correlation between attitude and achievement was .50 for boys and .55 for girls, suggesting that the correlations are comparable. Results of the analysis of gender differences in attitude as a function of science type indicate that boys show a more positive attitude toward science than girls in all types of science. The correlation between attitude and achievement for boys and girls as a function of science type indicates that for biology and physics the correlation is positive for both, but stronger for girls than for boys. Gender differences and correlations between attitude and achievement by gender as a function of publication date show no pattern. The results for the analysis of gender differences as a function of the selectivity of the sample indicate that general level students reflect a greater positive attitude for boys, whereas the high‐performance students indicate a greater positive attitude for girls. The correlation between attitude and achievement as a function of selectivity indicates that in all cases a positive attitude results in higher achievement. This is particularly true for low‐performance girls. The implications of these finding are discussed and further research suggested.

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“…For example, study involving 1,158 seventh grade students in Australia revealed that attitudes were more positive among students using Australian Science Education Project (ASEP) materials than among students using alternative materials. Recently Lowery, Bowyer, and Padilla (1980) found that attitudes among a group of 110 elementary students in Michigan were more positive for students who had studied SCIS materials for six years than for non-SCIS students. Knight and Dunkleberger's (1977) study of 127 ninth grade students in Delaware showed that students experiencing computer-managed self-paced instruction expressed more favorable attitudes to the study of science than students experiencing a teacher-managed group-paced format.…”

Section: Prior Researchmentioning

confidence: 99%

Relationship between perceived levels of classroom individualization and science‐related attitudes

Fraser

Butts

1982

J Res Sci Teach

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Relationships between perceived levels of classroom individualization and science‐related attitudes were explored for a sample of 712 junior high school science students. Five dimensions of perceived individualization (personalization, participation, independence, investigation, and differentiation) were measured with the Individualized Classroom Environment Questionnaire (ICEQ), while seven distinct attitudes were measured with the Test of Science‐Related Attitudes (TOSRA). Hierarchical regression analyses revealed that the set of individualization variables accounted for a significant increment in end‐of‐year attitude scores, beyond that attributable to corresponding beginning‐of‐year attitude scores, for four of the seven attitudes considered. Significant associations between an individual individualization variable and an attitudinal dimension were positive in all cases. The study also provided support for the reliability and validity of the ICEQ and TOSRA and for their general usefulness in science education research.

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The science curriculum improvement study and student attitudes

Cited by 15 publications

References 6 publications

Student Outcomes in Inquiry Instruction

Student Outcomes in Inquiry Instruction

Gender differences in student attitudes toward science: A meta‐analysis of the literature from 1970 to 1991

Relationship between perceived levels of classroom individualization and science‐related attitudes

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