Relevant bibliographies by topics / Attitude to science

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Attitude to science'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Attitude to science"

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Kurniawan, Dwi Agus, Astalini Astalini, Darmaji Darmaji, and Ririn Melsayanti. "Students’ attitude towards natural sciences." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 455. http://dx.doi.org/10.11591/ijere.v8i3.16395.

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<p><span>The purpose of research was to investigate students’ attitudes towards natural science in Muaro Jambi, Indonesia. The attitude of the students studied was represented by three indicators, namely the attitude towards the investigation in the Natural Sciences, the adoption of a scientific attitude, and a career interest in the science field. The research was a survey research. The instruments in this study were attitude questionnaires and interview sheets. Data analysis techniques for attitude questionnaires used descriptive statistics while for analyzing interview data using the Miles and Huberman model.The study found students’ good attitudes towards natural science subjects.</span></p>
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Alahmari, Khalid A., Kanagaraj Rengaramanujam, Ravi Shankar Reddy, Paul Silvian Samuel, Irshad Ahmad, Venkata Nagaraj Kakaraparthi, and Jaya Shanker Tedla. "Effect of Disability-Specific Education on Student Attitudes Toward People With Disabilities." Health Education & Behavior 48, no. 4 (March 11, 2021): 532–39. http://dx.doi.org/10.1177/1090198121995774.

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Attitude is a multidimensional and complex notion that considerably empowers or limits the major life activities of humans. Health professionals’ attitudes toward people with disabilities are significant factors in the rehabilitation process. Soon after completing their coursework, the final-year students from health science meet the patients and rehabilitate them. This study accordingly aims to assess the attitude toward disability among final-year health science students before and after administering a disability-specific structured teaching program. A total of 243 final-year undergraduate health science students from medical, dental, physical therapy, pharmacy, laboratory sciences, radiology sciences, and nursing aged between 21 and 27 years participated in this study. This work employed the Scale of Attitudes Toward Disabled Persons (SADP) to measure attitudes among participants. The mean pre- and posttest SADP scores were 83.59 ± 15.45 and 107.83 ± 62, respectively ( p < .001). Students from medical, dental, physical therapy, and nursing showed significant positive attitudes toward disability compared with other students, whereas college students in the final year of health science generally had poor attitudes toward disability. The results indicate that the disability-specific structured teaching program is effective in improving the attitude toward disability among final-year health science students. Accordingly, the authors recommend modifying the disability-related content in the health sciences curriculum.
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Naiker, Mani, Bibhya Sharma, Lara Wakeling, Joel Benjamin Johnson, Janice Mani, Bijeta Kumar, Anji Naidu, MGM Khan, and Stephen Brown. "Attitudes towards science among senior secondary students in Fiji." Waikato Journal of Education 25 (November 24, 2020): 57–72. http://dx.doi.org/10.15663/wje.v25i0.704.

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In order to investigate gender and ethnicity-based differences in scientific attitudes among Fijian students, the widely studied Test of Scientific Related Attitudes (TOSRA) was administered to 1401 senior secondary Fijian students (Years 11–13; approximately 15–18 years of age). Students generally had a positive attitude towards science overall in Years 11–13, with females showing a more positive attitude than males. By Year 13, the attitudes of females towards science had become more negative. The attitude of iTaukei students towards science started out lower than other ethnicities in Year 11 and increased during Year 12, before falling to below the starting attitude levels in Year 13. Fijian students of Indian descent generally had a positive attitude towards science that remained consistent throughout Years 11–13, with an increase in leisure and career interest in science in Year 13. A strong correlation was found between the ethnicity of a student and their first language. Continued science outreach programmes, particularly in Year 12, are important to achieve and retain scientific interest and attitudes among Fijian secondary students.
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SUNYONO, Sunyono, Lisa TANIA, and Andrian SAPUTRA. "EXPLORATORY FACTOR ANALYSIS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER INTEREST FOR PRE-SERVICE MATH AND SCIENCE TEACHERS: A CASE OF LAMPUNG UNIVERSITY, INDONESIA." Periódico Tchê Química 17, no. 35 (July 20, 2020): 282–92. http://dx.doi.org/10.52571/ptq.v17.n35.2020.25_sunyono_pgs_282_292.pdf.

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STEM (Science, Technology, Engineering, and Math) learning approach integrates four disciplines, namely science, technology, engineering, and mathematics, in solving everyday life problems and giving many learning experiences to students. This study aimed to analyze career interest in the field of STEM for prospective Indonesian Mathematics and Natural Sciences (MIPA) teachers, studying the patterns of relationships between factors, preference levels, and what factors influence it. The research sample was 300 prospective MIPA teachers at the Faculty of Teacher Training and Education, Lampung University. This work involved several stages as (1) adapting and transliterating STEM career interests instruments based on literature sources, (2) analyzing content validity based on expert judgment, (3) spreading tools to research samples and (4) evaluating research data results, assessing bivariate correlations, and the level of interest preference. The data obtained were analyzed statistically using exploratory and confirmatory factor analysis techniques, reliability and variance analysis, and Pearson product-moment correlation. The research results showed information regarding the items in the questionnaire were grouped into four factors, namely engineering career attitude, mathematics career attitude, science career attitude, technology career attitude with loading factors ranging from 0.575 to 0.848. All these factors were able to explain the career attitude of STEM to the sum of 62.43%. The science and mathematics career attitude is the dominant preference for prospective students of Mathematics and Natural Sciences teachers to have a career in the future. Furthermore, the instruments used are valid and reliable to be used to analyze STEM career attitudes for Mathematics and Natural Sciences teacher candidates.
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P. Sekar, P. Sekar, and Dr S. Mani Dr. S. Mani. "Science Attitude of Higher Secondary Biology Students." Indian Journal of Applied Research 3, no. 9 (October 1, 2011): 178–79. http://dx.doi.org/10.15373/2249555x/sept2013/56.

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G. Adeniyi, Sunday, and Musa Yusuf. "COMPARATIVE STUDY OF THE ATTITUDES OF SCIENCE AND NON-SCIENCE STUDENTS TOWARDS STATISTICS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 378–83. http://dx.doi.org/10.21474/ijar01/12848.

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The current study was conducted to determine whether there would be a difference between science and non-science students attitudes towards statistics. Two hundred and eight undergraduates were pooled from three public tertiary institutions in the Kogi State of Nigeria as the study participants. A cross-sectional survey design was adopted. The participants completed a self-report measure of Survey of Attitude toward Statistics (SATS-36), originally developed by Schau (2003). An independent t-test performed on the data established a statistically significant difference in the attitudes of the science and non-science students towards statistics at MD = 0.77 (95% CI, 0.57 to 0.77), t (206) = 12.747, p = .001. It was concluded that there is variation between the attitude of science students and non-science students towards the teaching and learning of statistics. The study recommends that robust attitude change strategies be adopted to reshape the attitudes of the non-science students towards statistics.
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Aini, Rahmi Qurota, Arif Rachmatullah, and Minsu Ha. "INDONESIAN PRIMARY SCHOOL AND MIDDLE SCHOOL STUDENTS’ ATTITUDES TOWARD SCIENCE: FOCUS ON GENDER AND ACADEMIC LEVEL." Journal of Baltic Science Education 18, no. 5 (October 12, 2019): 654–67. http://dx.doi.org/10.33225/jbse/19.18.654.

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Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students’ attitudes towards science. This research aimed to examine students’ attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students’ attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students’ attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. Keywords: academic level, gender, middle school, primary school, science attitude.
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GÜVEN, Gökhan. "An Investigation of the Relationship between Science Course Attitudes and Robotics Attitudes." Malaysian Online Journal of Educational Technology 9, no. 2 (April 13, 2021): 15–29. http://dx.doi.org/10.52380/mojet.2021.9.2.197.

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The current study aimed to investigate the relationship between middle school students’ science course attitudes and robotics attitudes. To this end, the correlational survey model was used. The study group of the current study is comprised of 220 students attending middle schools in the 2019-2020 school year. In the study, the “Science Course Attitude Scale” was used to measure the students’ science course attitudes and the “Robotics Attitude Scale” was used to measure their robotics attitudes. In the study, the relationship between the robotics attitude dataset consisted of the learning desire, self-confidence, computational thinking and teamwork variables and the science course attitude dataset consisted of the daily life and learning new knowledge, difficulty in practice, problem solving, motivation and anxiety variables was analyzed with the canonical correlation analysis. As a result of the study, a significant correlation was found between the science course attitudes and the robotics attitudes and the covariance shared between the datasets was found to be 38.4%. The relationship between these two variables was discussed and various suggestions were made.
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Uluçınar Sağır, Şafak. "THE PRIMARY SCHOOL STUDENTS’ ATTITUDE AND ANXIETY TOWARDS SCIENCE." Journal of Baltic Science Education 11, no. 2 (June 20, 2012): 127–40. http://dx.doi.org/10.33225/jbse/12.11.127.

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In this study, the relationships between the attitudes and anxieties of 6th, 7th and 8th grade students about science have been examined. The data have been gathered from a personal data form, anxiety towards science and attitude towards science questionnaires. The effects of such factors, as obtaining assistance with science and technology from outside the classroom, age, gender, class level, school-type variables have been investigated according to their impact on the attitudes and perceptions of the students towards science, and on their anxiety towards science. It has been found that when the students received science-related assistance, it caused significant differences in their attitudes toward science and related anxieties, yet there was no significant difference in terms of gender. Moreover, school-type and class level affect students' attitudes and anxieties towards science. It is believed that increasing the positive science attitudes of the students and decreasing their anxiety will improve success. Key words: anxiety towards science, attitude towards science, primary school, science education.
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Meuthia, Hirma. "The Growing Scientific Attitudes and Worship to Science for Students." International Journal of Educational Dynamics 1, no. 1 (January 3, 2019): 136–46. http://dx.doi.org/10.24036/ijeds.v1i1.46.

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This study presents a literature review on growing scientific attitudes and literacy towards science for students. Natural science is a product, process, and ends with an attitude that is a scientific attitude. Scientific attitudes are developed through scientific literacy activities or processes in learning when conducting discussions, experiments, simulations, and project activities at the field. Although in the world of education, we have encountered many models that carry out the activities described above in developing students' scientific attitudes. Some of them are inquiry, discovery learning, problem-based learning, project-based learning, and contextual learning. The learning model improves the scientific attitude in learning. However, there are some obstacles in its efforts to foster the scientific attitude of students, one of the problems is that educators lack the relevant pedagogical skills needed in learning in an atmosphere of inquiry. Another disadvantage is that the background of teachers' understanding of scientific literacy content is still poor. This research was conducted to see the factors that influence the scientific attitude of students. Literature research results show that the scientific attitude of students will be positive, if the ability of educators in scientific learning and literacy of science is mastered by the teacher.
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Dissertations / Theses on the topic "Attitude to science"

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Scaccia, Milena. "Numerical algorithms for attitude determination using GPS." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103616.

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Attitude determination involves the estimation of the orientation of a body (usually aircraft or satellite) with respect to a known frame of reference. It has important applicationsin areas spanning navigation and communication. There exist two main approaches for determining attitude using the Global Positioning System (GPS): (1) algorithms which determine attitude via baseline estimates in two frames, and (2) algorithms which solve for attitude by incorporating the attitude parameters directly into the state. For each approach, we propose an algorithm which aims to determine attitude in an efficient and numerically reliable fashion. We present numerical simulations demonstrating the performance of our algorithms and provide a comparison evaluating which approach is better - a result which is not presently clearly documented in the literature.
La détermination de l'attitude est l'estimation de l'orientation dans l'espace d'un véhicule ou d'un satellite par rapport à un repère de référence. Ils existent des applications importantes qui exigent la connaissance de l'attitude, particulièrement dans les domaines de navigation et de communication. La détermination de l'attitude à l'aide de GPS peut être obtenue a partir de deux approches: (1) en déterminant la rotation en utilisant des estimées de lignes de base de deux repères, ou (2) en utilisant des mesures de GPS pour déterminer les paramètres d'attitude directement. Pour chaque approche, on propose un algorithme à but de déterminer l'attitude de manière efficace et numériquement fiable. On présente des simulations démontrant la performance de nos algorithmes. On présente aussi une comparaison évaluant quelle serait la meilleure approche - un résultat qui n'est pas actuellement clairement documenté dans la littérature.
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Kellogg, Mark David. "The effect of science notebooks on achievement and attitude." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/kellogg/KelloggM0812.pdf.

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Many students in my high school sophomore level required chemistry course were unmotivated, took little or no pride in their work, failed to see the broad picture of the content and exhibited a lack of organization in their work. Science notebooks utilizing a blended traditional and inquiry based format were used to improve achievement. Elements included guided inquiry investigations, journaling and graphic organizers. Removable constructive feedback, examples and personalization were used to foster a sense of ownership which improved motivation and developed a vision of relevance. Results of the project show that the strategies implemented were effective at increasing achievement and fostering ownership, especially when students invest in the strategies.
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Ó, Maoldomhnaigh Micheál. "Cognitive stage, cognitive style, attitude and physical science option." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406231.

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Gray, Adelaide. "The typology and development of attitude to primary science education." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341274.

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Lee, Sharon K. "The effects of a kit-based science curriculum and teacher characteristics on students' attitude toward science /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3186909.

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Cramer, Karla B. "Impact of constructivism via the biological sciences curriculum study (BSCS) 5E model on student science achievement and attitude." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/cramer/CramerK0812.pdf.

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The investigation involved implementing constructivist instruction via the Biological Sciences Curriculum Study 5E Instructional Model to determine its' impact on student achievement and attitude. The study included 68 seventh grade Life Science students of average to above average achievement at a community based K-12 school in Florence, Montana. Treatment was implemented during a six week biome unit in which student achievement was assessed through the Evaluation Association Measured Academic Progress and summative assessments. Student attitude was evaluated through the Test of Science Related Attitudes and learning preference surveys, pre- and post-treatment. The effectiveness of constructivism approach to instruction on achievement via the BSCS 5E Instructional Model in the science classroom was not conclusively supported by data.
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Hayes, Carolyn Ann Agee. "The effects of the National Science Education Standards on the attitude toward science in middle school females." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3173529.

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Thesis (Ed.D.)--Indiana University, School of Education, 2005.
Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1313. Adviser: Charles Barman.
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Jackson, Sarah Marie. "Assessment of Implicit Attitudes Toward Women Faculty in Science, Technology, Engineering, and Math." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1324269233.

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Newbill, Phyllis Leary. "Instructional Strategies to Improve Women's Attitudes toward Science." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27000.

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Although negative attitudes toward science are common among women and men in undergraduate introductory science classes, womenâ s attitudes toward science tend to be more negative than menâ s. The reasons for womenâ s negative attitudes toward science include lack of self-confidence, fear of association with social outcasts, lack of women role models in science, and the fundamental differences between traditional scientific and feminist values. Attitudes are psychological constructs theorized to be composed of emotional, cognitive, and behavioral components. Attitudes serve functions, including social expressive, value expressive, utilitarian, and defensive functions, for the people who hold them. To change attitudes, the new attitudes must serve the same function as the old one, and all three components must be treated. Instructional designers can create instructional environments to effect attitude change. In designing instruction to improve womenâ s attitudes toward science, instructional designers should (a) address the emotions that are associated with existing attitudes, (b) involve credible, attractive women role models, and (c) address the functions of the existing attitudes. Two experimental instructional modules were developed based on these recommendations, and two control modules were developed that were not based on these recommendations. The asynchronous, web-based modules were administered to 281 undergraduate geology and chemistry students at two universities. Attitude assessment revealed that attitudes toward scientists improved significantly more in the experimental group, although there was no significant difference in overall attitudes toward science. Womenâ s attitudes improved significantly more than menâ s in both the experimental and control groups. Students whose attitudes changed wrote significantly more in journaling activities associated with the modules. Qualitative analysis of journals revealed that the guidelines worked exactly as predicted for some students.
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Klein, Naomi. "Integrating creativity into a combined science and technology curriculum : its impact on students' creativity, attitude and science achievement." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323523.

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Books on the topic "Attitude to science"

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Grinnell, Frederick. The scientific attitude. Boulder: Westview Press, 1987.

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Grinnell, Frederick. The scientific attitude. 2nd ed. New York: Guilford Press, 1992.

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Humrich, Eve. Sex differences in science attitude and achievement. New York: Second International Study, Teachers College, Columbia University, 1992.

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Khine, Myint Swe. Attitude research in science education: Classic and contemporary measurements. Charlotte, NC: Information Age Pub., 2011.

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A, Williams James. Science attitude analysis of Dayton Public School teachers in science. Washington, D.C: Educational Resources Information Center, 1991.

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Grunts!: A fantasy with attitude. New York: Roc, 1995.

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Shukla, Rajesh. India science report: Science education, human resources, and public attitude towards science and technology. New Delhi: National Council of Applied Economic Research, 2005.

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Sidlik, Lawrence P. Enablement, alienation and attitude toward science in middle school classrooms. Washington, D.C: Educational Resources Information Center, 1993.

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Psychiatry: The science of lies. Syracuse, N.Y: Syracuse University Press, 2008.

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Scott, A. Don. Rigid-body-control subsystem sizing for an earth science geostationary platform. Hampton, Va: Langley Research Center, 1991.

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Book chapters on the topic "Attitude to science"

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Gottschall, Jonathan. "On Attitude." In Literature, Science, and a New Humanities, 67–85. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230615595_4.

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Deprez, Kas, and Yves Persoons. "20. Attitude." In Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistics and Communication Science (HSK), edited by Ulrich Ammon, Norbert Dittmar, Klaus J. Mattheier, and Peter Trudgill, 125–32. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110858020-026.

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Perez-Felkner, Lara. "Attitude Differences and Gender." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_351-4.

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Perez-Felkner, Lara. "Attitude Differences and Gender." In Encyclopedia of Science Education, 93–94. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_351.

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Zhou, Hongjin, Yunhai Zhong, Hui Song, and Su Wang. "Attitude Resolution of GFINS." In Navigation: Science and Technology, 47–72. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-4972-4_4.

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Romanyshyn, Robert D., and Brian J. Whalen. "Psychology and the Attitude of Science." In Existential-Phenomenological Perspectives in Psychology, 17–39. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4615-6989-3_2.

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Eminah, John K., Kojo Taale, and Kolawole Raheem. "Science Student Teachers’ Attitude Towards Improvisation." In Contemporary Issues in African Sciences and Science Education, 73–79. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-702-8_6.

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Cutchin, Malcolm P., and Virginia A. Dickie. "Transactionalism: Occupational Science and the Pragmatic Attitude." In Occupational Science, 21–37. Oxford, UK: Wiley-Blackwell, 2012. http://dx.doi.org/10.1002/9781118281581.ch3.

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Taşgit, Yunus Emre, İstemi Çömlekçi, and Kübranur Çakır. "Strategic Thinking and Risk Attitude." In Contributions to Management Science, 253–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77622-4_13.

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Hong, Zhou Ji. "The Mathematicized Practical Attitude." In Boston Studies in the Philosophy of Science, 419–26. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-015-8638-2_31.

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Conference papers on the topic "Attitude to science"

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Lamanauskas, Vincentas, and Dalia Augienė. "PRIMARY SCHOOL FOURTH GRADE STUDENTS’ ECOLOGICAL ATTITUDE DIAGNOSTICS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.114.

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Ecological attitude education in primary school is both important and special. That way fundamental moral values of a young person are formed. Every day increasing ecological problems become much more diverse. It is important to develop a man able to perceive the current ecological situation and able to live in a harmonious interaction with nature. It is sought that ethical, aesthetical, psychological, juridical person’s relationship with nature would become the criterion of culture. The formation of a positive relationship with the surrounding world, the environment remains a very significant element of education in a primary school. It is hopeful that the attitudes with respect to nature formed at this ontogenesis stage will remain for the whole life. In this context, it is very important to appropriately diagnose the current attitude structure and on the basis of diagnostics correspondingly organise the education process. In April 2019 a pilot research was carried out, in which 127 primary school fourth class students took part. It was stated that in the attitude structure of this age children, the aesthetic attitude was prevalent. The last according to the ranking was the ethical attitude. Correspondingly, in the second position was the cognitive, and in the third – the pragmatic one. Keywords: diagnostic research, ecological attitudes, pilot research, primary school.
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Kerby-Helm, April, Michael Posner, Alana Unfried, Douglas Whitaker, Marjorie Bond, Leyla Batakci, and Wendine Bolon. "S-SOMADS: A New Survey to Measure Student Attitudes Toward Data Science." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8a2.

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Attitudes play an important role in students’ academic achievement and retention, yet we lack quality attitude measurement instruments in the new field of data science. This paper explains the process of creating Expectancy Value Theory-based instruments for introductory, college-level data science courses, including construct development, item creation, and refinement involving content experts. The family of instruments consist of surveys measuring student attitudes, instructor attitudes, and instructor and course characteristics. These instruments will enable data science education researchers to evaluate pedagogical innovations, create course assessments, and measure instructional effectiveness relating to student attitudes. We also present plans for pilot data collection and analyses to verify the categorization of items to constructs, as well as ways in which faculty who teach introductory data science courses can be involved.
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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
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Efendi, Ridwan, and Nuryani Y. Rustaman. "Attitude level of prospective science teachers towards assessment." In PROCEEDINGS OF INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2015). AIP Publishing LLC, 2016. http://dx.doi.org/10.1063/1.4941189.

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Brugarolas, Paul B., A. Miguel San Martin, and Edward C. Wong. "Entry Attitude Controller for the Mars Science Laboratory." In 2007 IEEE Aerospace Conference. IEEE, 2007. http://dx.doi.org/10.1109/aero.2007.352824.

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PYUN, DO YOUNG, EUGENE CHEW, and ALAN CH'NG. "MEASUREMENT OF ATTITUDE IN SPORT." In 2008 Access Conference in Sport Science. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814304092_0017.

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Jacobs, Carla, Alice Michel, Denis Van Hoof, Saliha Klai, Didier Moreau, Alejandro Sela, Nadia This, Andrea Boyd, Alexander Karl, and Jan-Marc Wislez. "The ISS “SOLAR” attitude, from a 1-time experimental attitude change request to a standard ISS attitude to advance SOLAR science." In SpaceOps 2014 Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2014. http://dx.doi.org/10.2514/6.2014-1666.

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Kuppan, L., S. K. Munirah, S. K. Foong, A. S. Yeung, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "On the Attitude of Secondary 1 Students towards Science." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479846.

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Janz, Scott J., Ernest Hilsenrath, David E. Flittner, and Donald F. Heath. "Rayleigh scattering attitude sensor." In SPIE's 1996 International Symposium on Optical Science, Engineering, and Instrumentation, edited by Robert E. Huffman and Christos G. Stergis. SPIE, 1996. http://dx.doi.org/10.1117/12.257207.

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Fonseca, Jaime. "Can We Reduce Students’ Negative Attitude Towards Math?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3089.

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This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.
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Reports on the topic "Attitude to science"

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Kofler, Jakob, Elisabeth Nindl, Dorothea Sturn, and Magdalena Wailzer. Participatory Approaches in Research, Technology and Innovation (RTI) Policy and their Potential Impact. Fteval - Austrian Platform for Research and Technology Policy Evaluation, July 2021. http://dx.doi.org/10.22163/fteval.2021.518.

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The present article reviews various concepts of participatory science and research and discusses their potential to exhibit impact on the relationship between science and society. Starting with an overview of rationales, concepts and challenges, different forms and intensities of participatory approaches in research and innovation are discussed. We then look at the situation in Austria and sort selected Austrian funding programmes and initiatives into a diagram according to the intensity of participation as well as the social groups involved in each case. Finally, we try to gain more precise indications of the impact of participatory programmes on the relationship between science and society. Many questions remain unanswered, as precise analyses and evaluation results are usually lacking. While different surveys provide insights into society’s level of information on a general level, interest, involvement and attitude towards science and research, approaches for impact assessment are fragmented and remain on the surface. We therefore propose to develop an analytical framework based on existing approaches and to include collaboratively developed indicators in it.
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Racu, Alexandru. The Romanian Orthodox Church and Its Attitude towards the Public Health Measures Imposed during the COVID-19 Pandemic: Too Much for Some, Too Little for Others. Analogia 17 (2023), March 2023. http://dx.doi.org/10.55405/17-3-racu.

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This paper discusses the religious dimension of the public debate concerning the public health measures adopted by the Romanian authorities during the pandemic and focuses on the role played by the Romanian Orthodox Church within this context. It delineates the different camps that were formed within the Church in this regard and traces their evolution throughout the pandemic. It contextualizes the position of the Church in order to better understand it, placing it within the broader context of the Romanian society during the pandemic and integrating it within the longer history of post-communist relations between the Romanian Orthodox Church, the Romanian state and the Romanian civil society. It analyses the political impact of the public health measures and the role of the Church in shaping this impact. Finally, starting from the Romanian experience of the pandemic and from the ideological, theological and political disputes that it has generated within the Romanian public sphere, it develops some general conclusions regarding the relation between faith, science and politics whose relevance, if proven valid, surpasses the Romanian context and thus contributes to a more ecumenical discussion regarding the theological, pastoral and political lessons that can be learned from an otherwise tragic experience.
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Concina, Laura. Attitude face au risque & Sciences économiques. Fondation pour une culture de sécurité industrielle, May 2014. http://dx.doi.org/10.57071/337arf.

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Ce document initie des lecteurs non-économistes aux théories de l'économie classique et comportementale du risque et de l'incertitude. Il décrit des résultats généralement acceptés en sciences économiques qui sont déterminants dans la prise de décision en conditions de risque ou d'incertitude et dans des situations où il est question de pertes et de gains. Pour illustrer ce sujet, sont présentés une sélection de résultats théoriques, entremêlés d'exemples de la vie quotidienne ainsi que des travaux de recherche en sciences économiques et en psychologie sur la perception du risque.
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Gates, Jonathen. Attitudes Among Legal Professionals: Measuring for a Difference in Attitudes Towards Science. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.291.

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Hustvedt, Gwendolyn, Jiyun Kang, and Duy Le. The Relationship Between Attitudes Towards Science and Sustainability. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-761.

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Barnes, Ralph M., Stephanie J. Tobin, Heather M. Johnston, Noah MacKenzie, and Chelsea M. Taglang. Replication Rate, Framing, and Format Affect Attitudes and Decisions about Science Claims. Montana State University ScholarWorks, 2016. http://dx.doi.org/10.15788/m23014.

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Miller, J. D. The attitudes of science policy, environmental, and utility leaders on US energy issues and fusion. Office of Scientific and Technical Information (OSTI), November 1986. http://dx.doi.org/10.2172/6055051.

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Rheinberger, Christoph, and Nicolas Treich. Catastrophe aversion: social attitudes towards common fates. Fondation pour une culture de sécurité industrielle, June 2016. http://dx.doi.org/10.57071/882rpq.

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In light of climate change and other existential threats, policy commentators sometimes suggest that society should be more concerned about catastrophes. This document reflects on what is, or should be, society’s attitude toward such low-probability, high-impact events. The question underlying this analysis is how society considers (1) a major accident that leads to a large number of deaths; (2) a large number of small accidents that each kill one person, where the two situations lead to the same total number of deaths. We first explain how catastrophic risk can be conceived of as a spread in the distribution of losses, or a “more risky” distribution of risks. We then review studies from decision sciences, psychology, and behavioral economics that elicit people’s attitudes toward various social risks. This literature review finds more evidence against than in favor of catastrophe aversion. We address a number of possible behavioral explanations for these observations, then turn to social choice theory to examine how various social welfare functions handle catastrophic risk. We explain why catastrophe aversion may be in conflict with equity concerns and other-regarding preferences. Finally, we discuss current approaches to evaluate and regulate catastrophic risk, with a discussion of how it could be integrated into a benefit-cost analysis framework.
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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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UK, Ipsos. Survey of public attitudes towards precision breeding. Food Standards Agency, October 2022. http://dx.doi.org/10.46756/sci.fsa.ouv127.

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The Genetic Technology (Precision Breeding) Bill is currently going through Parliament. Although this bill is ‘England only’ and food and feed safety and hygiene is a devolved issue, the Food Standards Agency (FSA) will introduce a separate regulatory framework for precision bred organisms (PBOs), should the Bill become law. The FSA will also work with stakeholders in Scotland, Wales and Northern Ireland to ensure consumers’ interests are protected in relation to PBOs. The FSA / Food Standard Scotland (FSS) is science and evidence led. In August 2022, the FSA and FSS commissioned Ipsos UK to conduct a two-phase social research project on precision breeding. Phase One, now complete, involved a survey of 4,177 UK residents with robust samples in each UK nation to allow comparisons between and within nations. Phase Two, scheduled to start in September 2022 and report in early 2023, will comprise a series of Citizens’ Forums in England, Wales and Northern Ireland(footnote 1). The overall aims of this project are to: explore consumer attitudes towards precision breeding gather consumer views on the FSA’s proposed regulatory framework understand consumer information needs inform how to communicate with consumers about precision breeding. This document presents interim findings for this project, reporting descriptive data from Phase One. Phase One’s core aims were to provide a snapshot of consumers’ awareness and self-assessed knowledge of precision breeding, its perceived acceptability, risks and benefits, and consumer appetite for information about this production method. These data show that awareness of precision breeding is very low, something which should be borne in mind when considering these findings. While these data reveal that there is a general openness to trying precision bred foods across the UK, with more people anticipating benefits than disbenefits from the use of precision breeding, there is a large degree of uncertainty about what impact precision bred foods may have on the different parts of the food system. This is reflected in the relatively large proportions of people taking a neutral stance or indicating they do not know enough to answer survey questions and in the strong appetite expressed for information about precision breeding to be provided. The next phase of this project will be essential for the FSA’s ability to interpret these findings’ implications, and to understand what is informing consumers’ views. The purpose of Phase One has always been to let the FSA know ‘what’ consumers think about precision breeding; Phase Two’s purpose is to build our understanding ‘why’ they think it. This will allow the FSA to develop a more nuanced understanding of consumers’ needs and incorporate this into the design of the future regulatory framework and any engagement with consumers on precision breeding. FSS will be carrying out further research in Scotland.
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