Towards a Model for Attitude Change

Abstract

Summaries EnglishThe place of attitude growth in the educational process is assuming an increased importance today in our schools. A broad definition of 'attitude' is proposed, and various types of attitude are discussed. The relationship between cognition and attitude growth in an educational setting is explored, reference being made to a number of recent empirical studies in relation to science education. Before building up a possible model for attitude change, the main strands of evidence from previous research are listed. The proposed model attempts to account for attitude stability in normal life as well as the possibility of attitude change brought about experimentally. It also attempts to account for the variable ease of attitude modification, the variation being related to the nature of the attitude. The model is considered to be useful in rationalizing a wide range of experimental data, as well as generating further lines of research. DeutschDer Ort der Einstellungszunahme im Erziehungsprozess nimmt zur Zeit eine wachsende Bedeutung in unseren Schulen ein. Ein unfassende Definition von 'Einstellung' wird vorgeschlagen, und verschiedene Typen von Einstellung werden diskutiert. Die Beziehung zwischen Erkenntniswachstum und Einstellungszunahme im pädagogischen Zusammenhang wird untersucht, dabei werden Bezüge hergestellt zu einer grossen Anzahl wichtiger empirischer Studien, die in Verbindung zu der Pädagogik der Naturwissenschaften stehen. Vor der Entwicklung eines annehmbaren Modells zur Erklärung von Einstellungsänderungen werden die aus der Forschung bekannten wichtigsten Modelle aufgeführt. Das vorgeschlagene Modell versucht, die Stabilität von Einstellungen in normalen Lebenssituationen ebenso zusammenzufassen wie die Möglichkeit von experimentell hervorgebrachten Einstellungsänderungen. Es versucht weiterhin, die verschiedenen bei Einstellungsänderungen auftretenden Probleme, deren Variation in dem Konzept Einstellung selbst liegt, zu erklären. Das Modell wird als eine nützliche Hilfe angesehen, eine grosse Menge experimenteller Daten zu erklären wie auch weitere Untersuchungen zu stimulieren. FrançaisLa place de l'évolution de l'attitude dans le processus éducatif prend actuellement une importance croissante dans nos écoles. L'auteur propose une définition globale de la notion d"attitude' et discute différents types d'attitude. Il examine le lieu qui existe entre les connaissances et l'évolution de l'attitude dans un contexte péda-gogique et le compare à un certain nombre d'études empiriques récentes dans le domaine des sciences de l'éducation. Avant de construire un éventuel modèle pour 0140/5284/81 0302 0205 $02·00 206 RESEARCH REPORTS l'explication des changements d'attitude il cite les tendances les plus importantes issues de la recherche passée. Le modèle proposé essaie de résumer la stabilité des attitudes dans les situations de la vie quotidienne et la possibilité de provoquer expérimentalement un changement d'attitude. De plus, il tente d'expliquer les différents problèmes qui surgissent lor...

Thoughts on attitude measurement

“…In this study, such attitudes were strongly dependent on knowledge and experience and the work suggested that such attitudes were relatively easy to develop, while attitudes which were more personal were much more resistant to change (Johnstone & Reid, 1981).…”

“…Indeed, perhaps there are too many definitions (Johnstone & Reid, 1981). Allport (1935, p. 820) gave a definition which combines many early ideas when he talked about 'a mental and neural state of readiness to respond, organised through experience, exerting a directive and/or dynamic influence on behaviour'.…”

“…Nonetheless, despite this stability, they are open to some change and development, although deeply held attitudes are highly internalised and are resistant to modification. There is some evidence about the mechanisms by which attitudes do change and develop, relating the general stability of attitudes with the situations when change is possible (Reid, 1978(Reid, , 1980Johnstone & Reid, 1981). A textbook like The psychology of attitudes (Chaiken & Eagly, 1993) offers a thorough overview of the general findings from social psychology.…”

“…This offered some key guidelines about the fundamental principles which might underpin attitude development (of a social nature) in the context of school sciences (Johnstone & Reid, 1981). Although this fundamental work was never followed up, there have been a number of studies is relation to themes in the curriculum.…”

Education for sustainable development in chemistry – challenges, possibilities and pedagogical models in Finland and elsewhere

“…Personal values, knowledge, feelings, attitudes, actions, interests, motivations, experiences, learning and the individual's social environment have all been found to influence the students' daily practices (Johnstone & Reid, 1981;Louhimaa, 2002;Uitto & Saloranta, 2010b). In other words, the relationship between sustainable attitudes and sustainable behaviour is complex.…”