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2.
The attitudes toward science of nonscience college students were investigated using quantitative and qualitative forms of inquiry. Quantitative methods were used to determine (a) how attitudes toward science of nonscience college students compare with attitudes of science majors, and (b) whether attitudes toward science change with instruction. Qualitative assessment was used to investigate attitude development as it relates to science. The subjects were 102 nonscience students and 81 science students. Six attitudinal variables were investigated using the Attitudes Toward Science Inventory (ATSI) as the quantitative instrument. Hotelling's T2 showed a significant difference (p = 0.0001) in attitudes between the two groups. T tests revealed significant differences between the two groups for all six variables. A significant difference (p = 0.0001) was found between pretest and posttest results for the nonscience students. T tests showed significant differences between the two sets of scores for all six variables, indicating a favorable change in attitudes. An interview questionnaire was used to investigate factors contributing to attitude development. The interview results suggested that attitudes toward science are formed by interactions of both school and nonschool variables.  相似文献   

3.
Background: There is a growing interest in investigating attitudes towards science and views of Nature of Science among elementary grade students in terms of gender, cultural backgrounds, and grade level variables.

Purpose: The purpose of this study is to examine the attitudes toward science and views of Nature of Science among Spanish students, Spanish students of gypsy ethnicity and second-generation Spanish students with east-European heritage, and to determine if their attitudes are related to their views of Nature of Science.

Sample: Data for this study was gathered from seven elementary schools in Spain, forming a convenience sample of 149 students enrolled from 2nd to 5th grade.

Design and Methods: The Nature of Science Instrument (NOSI) and an adaptation of the Test of Science Related Attitudes scale (TOSRA) were used. Follow-up structured interviews were performed with 15 participants.

Results: Regarding gender, boys had better attitudes toward Science than girls but more naïve views of the empirical Nature of Science. In relation to cultural background, second generation Spanish students with east-European heritage reported significantly better attitudes toward Science than Spanish students and Spanish students of gypsy ethnicity. No differences in Nature of Science views were found. Concerning grade level, third graders had more positive attitudes toward Science than fifth and sixth graders and more informed views of the tentative Nature of Science. Finally, no relation between Nature of Science views and attitudes towards Science were identified.

Conclusion: This study stress the need to address the steady decline in positive attitude toward Science and to improve students’ views of Nature of Science from early elementary grades, and to use gender and culturally inclusive science teaching strategies.  相似文献   

4.
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement.  相似文献   

5.
The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class was assigned as the comparison group. The comparison group students received the instruction by traditional teaching, and the experimental group received instruction through an active learning paradigm. DESCA abilities and attitudes were measured before and after instruction. Results revealed that there was a significant difference favoring the active learning instruction on preservice teachers' DESCA scores; however, there was no significant difference on preservice teachers' attitudes toward teaching and science.  相似文献   

6.
The purpose of this study was to describe attitudes of first and second grade teachers in Benin, toward school science and their instructional preferences (inquiry-based and traditional noninquiry-based instruction), and determine some factors that could explain these attitudes and preferences. Three hundred (N=300) preparatory classroom teachers (first and second grades) were randomly selected and surveyed regarding their attitudes and preferences. Data was gathered via the Revised Science Attitude Scale, the Science Teachers' Ideological Preference Scale, and open-ended questions. The results indicated that first and second grade teachers have a low regard for school science and low level of orientation toward both inquiry-based and traditional instruction. This means that these teachers rejected traditional approaches of science teaching but at the same time did not accept inquiry teaching as a legitimate alternative. Participants' low level of orientation towards inquiry-based instruction could be explained by three dimensions of attitude; handling (handling of science equipment), time (time required to prepare and teach science), and need (the basic needs students have for science). However, time and handling significantly contributed to their orientation towards traditional noninquiry-based instruction. Four categories from the open-ended responses – perceived instructional practices, student-centeredness of the curriculum, lack of materials and supplies, and training – were used to understand and further explain participants' attitudes and instructional preferences.  相似文献   

7.
This study investigated the effects of computerassisted instruction on student problem-solving ability and student attitude toward computers and quantitative methods. This was done in conjunction with a traditional introductory management science course. Scores on a departmental group final and responses to pre- and post-course questionnaires were analyzed. The findings indicate that the use of computer-assisted instruction did affect student attitudes. The students who used the computer materials showed an overall increase in their appreciation of computers and quantitative methods. The students who did not use the computer-assisted instruction showed no overall change in their attitudes.  相似文献   

8.
This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997.  相似文献   

9.
This study assesses some effects of the Computer-Assisted Self-Evaluation (CASE) system of frequent multiple-choice testing with immediate computer feedback; it is part of a larger project aiming to combine the principal strengths of individualized instruction with lecture teaching (Fisher, 1979). Learning and retention are examined in two equivalent groups of undergraduates enrolled in an upper division science course. One group (N =34) received 24 CASE quizzes with immediate feedback and the other (N=30) received two CASE-generated midterms with delayed feedback. Quiz students significantly outperformed Midterm students on the posttest; the Quiz section scored nine percentage points higher on rote items and fourteen points higher on meaningful items. Quiz students also had more positive attitudes toward and were more involved in the course. On a retention test given two years later, the Quiz Group scored eight percentage points higher than the Midterm Group on meaningful items. This study suggests that, contrary to popular opinion, multiple-choice questions promote meaningful learning at least as well as, and possibly better than, rote learning. The CASE system appears to be about as effective as other forms of frequent testing and immediate feedback in enhancing learning, and it provides a simple, cost-effective means of individualized testing in large lecture classes.  相似文献   

10.
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11.
This study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n?=?79) under two conditions: (1) Extended Science?+?Extended Literacy (planetarium-based visualisations?+?vocabulary?+?comic and trade books) and (2) Extended Science?+?Literacy (planetarium-based visualisations?+?vocabulary). The results indicated a statistically and practically meaningful increase in science attitudes (Cohen’s d?=?0.43) after an 8-week science unit delivered under the Extended Science?+?Extended Literacy condition, which was maintained, but not increased, for the second 8-week unit under the Extended Science?+?Literacy condition. These results suggest that the combination of planetarium-based visualisations and comic and trade books can be effective for supporting newcomer ELs’ science attitudes. However, once achieved, this effect may be maintained with less intensive literacy (vocabulary only) support. Student judgments of the quality of the planetarium-based visualisation experiences in terms of clarity, easiness, excitement, and usefulness began high and went even higher with more experiences, Cohen’s d?>?0.50 for three out of four quality indicators. Interviews corroborated these results with teacher and students indicating that they highly valued the visually-rich nature of the program, the variety of learning opportunities within the program, and program continuity/close alignment between science and literacy supports—all components contributing to high levels of engagement and positive attitudes toward science. Ways to adopt program components across settings are discussed.  相似文献   

12.
ABSTRACT

The authors compared the performance of students who received integration of number sense activities in instruction with students who received instruction using regular mathematics textbooks. Two classes of third-grade students (N = 60) were randomly assigned to experimental and control groups. Students in each group were given a pretest, post I test, and post II test, and were interviewed individually across 20 class periods of intervention. Results showed that the performance of the students in the experimental group was significantly higher than those in the control group. The interview data also showed that the students in the experimental group performed better than students in the control group in flexible and effective ways to use number sense.  相似文献   

13.
The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p ? 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.  相似文献   

14.
The increasing use of simulation and other role playing activities as teaching devices prompted this study. It was designed to evaluate changes in cognitive learning and attitudes that could be attributed to participation in a simulation unit. Two junior college political science classes (N = 67) were used for the study. Treatment was randomly assigned. The simulation group participated in a 4-hour unit; the control group received instruction in a “lecture-question-answer” manner.

There was no statistically significant difference in cognitive learning between students in the simulation group and students taught by the “lecture-question-answer” method. Within the limitations of the study design, the analyses showed that simulation produced desirable attitudes and resulted in polarization of feelings toward government.  相似文献   

15.
This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.  相似文献   

16.
Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n?=?38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System? (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2?×?2?×?(2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains (F?=?160.2, p?<?0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes (F?=?14.3, p?<?0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science (F?=?7.5, p?<?0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum.  相似文献   

17.
Animated pedagogical agents (APAs) have the potential to provide one‐on‐one, just‐in‐time instruction, guidance or mentoring in classrooms where such individualized human interactions may be infeasible. Much current APA research focuses on a wide range of design variables tested with small samples or in laboratory settings, while overlooking important practical issues relating to large‐scale, school‐based implementations. The present study provides an early step in addressing this gap by investigating the patterns, affordances and challenges of sustained classroom use of APAs. During a 15‐class‐period science curriculum, middle school students in the treatment groups (nDr C‐1 = 191; nDr C‐2 = 181) had uninterrupted classroom access to one of the two APAs, while control group students (n = 149) completed the same curriculum without APA access. Usage patterns indicate that students accessed the APAs on a fluctuating, “as needed,” basis corresponding to the introductory, information‐gathering, and synthesis and reporting segments of the curriculum. Survey results revealed no statistically significant difference in student feelings toward the APAs between the two treatments. While treatment students reported that the APAs were unique, reliable, timely resources, interviews indicate little difference between their experiences with the curriculum and those of the control group. Results presented here provide guidance for researchers and practitioners.  相似文献   

18.
The Seventh School Curriculum Reform in Korea was introduced in 2000 to prepare school‐aged Koreans for an information and knowledge‐based society. The reform effort emphasises information and communication technology (ICT) in the K–12 curriculum and a learner‐centred pedagogy. This study examines the contributions of ICT, specifically, computer‐assisted instruction (CAI), in Korean science classrooms. A sample of 234 Korean middle school students was categorised into five achievement groups. Data were collected from pre‐ and post‐achievement test scores and pre‐ and post‐questionnaires for attitudes toward science, future courses, and career aspirations in science. Findings include: (1) the lowest achievement group showed the most significant improvement after CAI (p=.000); (2) an improvement in student achievement in science significantly influenced students’ attitudes toward science (p=.019), future course selections, and career aspirations related to science (p=.000); and (3) boys tended to perform better with CAI than girls. This research provides evidence that CAI has the potential to help lower achieving students in Korean science classes and may encourage enrolment in science.  相似文献   

19.
This study examined the differential effectiveness of traditional and discovery methods of instruction for the teaching of science concepts, understandings about science, and scientific attitudes, to learners at the concrete and formal level of cognitive development. The dependent variables were achievement, understanding science, and scientific attitude; assessed through the use of the ACS Achievement Test (high school chemistry, Form 1979), the Test on Understanding Science (Form W), and the Test on Scientific Attitude, respectively. Mode of instruction and cognitive development were the independent variables. Subjects were 120 Form IV (11th grade) males enrolled in chemistry classes in Lusaka, Zambia. Sixty of these were concrete reasoners (mean age = 18.23) randomly selected from one of the two schools. The remaining 60 subjects were formal reasoners (mean age 18.06) randomly selected from a second boys' school. Each of these two groups was randomly split into two subgroups with 30 subjects. Traditional and discovery approaches were randomly assigned to the two subgroups of concrete reasoners and to the two subgroups of formal reasoners. Prior to instruction, the subjects were pretested using the ACS Achievement Test, the Test on Understanding Science, and the Test on Scientific Attitude. Subjects received instruction covering eight chemistry topics during approximately 10 weeks. Posttests followed using the same standard tests. Two-way analysis of covariance, with pretest scores serving as covariates was used and 0.05 level of significant was accepted. Tukey WSD technique was used as a follow-up test where applicable. It was found that (1) for the formal reasoners, the discovery group earned significantly higher understanding science scores than the traditional group. For the concrete reasoners mode of instruction did not make a difference; (2) overall, formal reasoners earned significantly higher achievement scores than concrete reasoners; (3) in general, subjects taught by the discovery approach earned significantly higher scientific attitude scores than those taught by the traditional approach. The traditional group outperformed the discovery group in achievement scores. It was concluded that the traditional approach might be an efficient instructional mode for the teaching of scientific facts and principles to high school students, while the discovery approach seemed to be more suitable for teaching scientific attitudes and for promoting understanding about science and scientists among formal operational learners.  相似文献   

20.
There appears to be a complex network of cognitive and affective factors that influence students’ decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students’ awareness of their science teacher’s learning leadership and how it relates to the students’ attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers’ leadership with idealised influence was the most predictive of students’ attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students’ positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students’ attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers.  相似文献   

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