Dissertations / Theses: '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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OÌ, Maoldomhnaigh MicheaÌl. "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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9

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.
Ph. D.

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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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Mathew, Nishi Mary. "The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Bolen, Judy Ann. "Spatial Ability, Motivation, and Attitude of Students as Related to Science Achievement." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67961/.

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Understanding student achievement in science is important as there is an increasing reliance of the U.S. economy on math, science, and technology-related fields despite the declining number of youth seeking college degrees and careers in math and science. A series of structural equation models were tested using the scores from a statewide science exam for 276 students from a suburban north Texas public school district at the end of their 5th grade year and the latent variables of spatial ability, motivation to learn science and science-related attitude. Spatial ability was tested as a mediating variable on motivation and attitude; however, while spatial ability had statistically significant regression coefficients with motivation and attitude, spatial ability was found to be the sole statistically significant predictor of science achievement for these students explaining 23.1% of the variance in science scores.

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Ha, Vida Uyen 1980. "Verification of an attitude control system." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/87408.

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Thesis (M.Eng. and S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2003.
Includes bibliographical references (p. 74).
by Vida Uyen Ha.
M.Eng.and S.B.

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Brunton, Gregory. "THE EFFECTS OF INTEGRATING TECHNOLOGYINTO AN 8TH GRADE SCIENCE CURRICULUM." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3703.

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The growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude surveys, student and parent correspondence as it relates to the study such as parent notes and e-mails, and classroom observation notes. Several conclusions were made. The effects of technology on student performance as originally planned was inconclusive in this study. It was found that there was no correlation between typing assignments and student performance. Students felt that technology increased their academic performance. Students had positive attitude towards science class though the percentage decreased during the study. Students enjoyed using technology, saw it as a benefit, felt it helped them with publishing and improved their attitudes towards technology.
M.Ed.;
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education

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Onal, Ilke. "Effects Of Constructivist Instruction On The Achievement, Attitude, Science Process Skills And Retention In Science Teaching Methods Ii Course." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609554/index.pdf.

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The purpose of this study was to examine the effects of constructivist instruction on the achievement, attitude towards science teaching, science process skills and retention of fourth grade preservice science teachers in Science Teaching Methods II course. Two groups (one experimental and one control) were assigned from Hacettepe University Faculty of Education Department of Science Education. Experimental group consisted of 53 preservice science teachers and the control group consisted of 50 preservice science teachers
totally 103 preservice science teachers participated in this study. Quasi experimental research design was used in this study. Constructivist instruction was used in experimental group and traditional instruction was used in control group during the teaching and learning process. This research study was conducted in fall semester of the 2007-2008 academic year and lasted 15 weeks including the final examination term. Science Process Skills Test, Attitude towards Science Teaching Scale and Achievement Test in Science Teaching Methods II course were administered to participants three times
at the beginning of the study, immediately after the implementation process and 10 weeks later. A mixed between within ANOVA with repeated measures was used as a statistical technique for analyzing quantitative data and both descriptive and content analysis was used for analyzing questionnaire, formative and summative focus group interviews. Statistical mean difference was obtained for all tests in favor of experimental group and the findings of quantitative data analysis results were supported by the qualitative data analysis results. After interpreting the results, it can be claimed that constructivist instruction is effective in preservice science education.

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Haugen, Marlen Ingvard. "Comparing Project-Based Learning to Direct Instruction on Students' Attitude to Learn Science." Thesis, North Dakota State University, 2013. https://hdl.handle.net/10365/27142.

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Students' attitude towards learning science transform during their middle school years. Research provides data showing the affect of different teaching methods on students' attitude. Two teaching methods compared were project-based learning and direct instruction. Project-based learning uses inquiry to promote student attitude by engaging them and increasing their curiosity in the natural world. Direct instruction uses lecture, worksheets, tests, and labs. The Test of Science Related Attitudes (TOSRA) survey was used to measure student's attitude. The TOSRA has seven subscales labeled as Social Implications of Science, Normality of Scientists, Attitude to Scientific Inquiry, Adaptation to Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. A student's age and gender were variables also used to determine the affect on transformation of attitude using two different teaching methods. The TOSRA survey showed both positive and negative transformation of students' attitude towards science.

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Gupta, Rishi Vijay. "A compressive sensing algorithm for attitude determination." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/66422.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 29-30).
We propose a framework for compressive sensing of images with local distinguishable objects, such as stars, and apply it to solve a problem in celestial navigation. Specifically, let x [epsilon] RN be an N-pixel image, consisting of a small number of local distinguishable objects plus noise. Our goal is to design an m x N measurement matrix A with m << N, such that we can recover an approximation to x from the measurements Ax. We construct a matrix A and recovery algorithm with the following properties: (i) if there are k objects, the number of measurements m is O((klog N)/(log k)), undercutting the best known bound of O(klog(N/k)) (ii) the matrix A is ultra-sparse, which is important when the signal is weak relative to the noise, and (iii) the recovery algorithm is empirically fast and runs in time sub-linear in N. We also present a comprehensive study of the application of our algorithm to attitude determination, or finding one's orientation in space. Spacecraft typically use cameras to acquire an image of the sky, and then identify stars in the image to compute their orientation. Taking pictures is very expensive for small spacecraft, since camera sensors use a lot of power. Our algorithm optically compresses the image before it reaches the camera's array of pixels, reducing the number of sensors that are required.
by Rishi Vijay Gupta.
M.Eng.

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18

Diggs, Laura L. "Student attitude toward and achievement in science in a problem based learning educational experience /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842589.

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Robinson, Heather. "THE USE OF SCIENCE REFORM INSTRUCTIONAL METHODS AND THEIR EFFECT ON 3RD GRADE STUDENTS' PARTICIPATION AND ATTITUDE TOWARDS S." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3871.

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The purpose of this research study was to determine whether the use of science reform instructional methods had an effect on student participation in and attitudes towards science education. The participants in this 12 week study were third grade students. Data were collected using a pre and post attitudinal survey, student journals, a participation log, and a researcher reflection journal. Several conclusions were made. The use of science reform instructional methods did affect student participation and attitudes towards science. Student journals indicated that students enjoyed the use of technology, hands-on science equipment, working in pairs or small groups and the opportunity to share their ideas and learn from their classmates. This study does lend itself to additional research. Due to the small sample size, the shortened time for research, and the population, these research questions should be investigated with another group of students in order to make more definitive decisions regarding the methods to use in their classroom. If the research is conducted again using a different group of students, a larger population will be needed, as well as a lengthened period for research.
M.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd

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Sittirug, Hussachai. "The predictive value of science process skills, cognitive development, attitude toward science on academic achievement in a Thai teacher institution /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842566.

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Develle, Michael James II. "Optimal attitude control management for a cubesat." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4752.

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CubeSats have become popular among universities, research organizations, and government agencies due to their low cost, small size, and light weight. Their standardized configurations further reduce the development time and ensure more frequent launch opportunities. Early cubesat missions focused on hardware validation and simple communication missions, with little requirement for pointing accuracy. Most of these used magnetic torque rods or coils for attitude stabilization. However, the intrinsic problems associated with magnetic torque systems, such as the lack of three-axis control and low pointing accuracy, make them unsuitable for more advanced missions such as detailed imaging and on-orbit inspection. Three-axis control in a cubesat can be achieved by combining magnetic torque coils with other devices such as thrusters, but the lifetime is limited by the fuel source onboard. To maximize the mission lifetime, a fast attitude control management algorithm that could optimally manage the usage of the magnetic and thruster torques is desirable. Therefore, a recently developed method, the B-Spline-augmented virtual motion camouflage, is presented in this defense to solve the problem. This approach provides results which are very close to those obtained through other popular nonlinear constrained optimal control methods with a significantly reduced computational time. Simulation results are presented to validate the capabilities of the method in this application.
ID: 030646253; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.A.E.)--University of Central Florida, 2011.; Includes bibliographical references (p. 45-49).
M.S.A.E.
Masters
Mechanical and Aerospace Engineering
Engineering and Computer Science
Aerospace Engineering; Space System Design and Engineering Track

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Williams, Anita Jane. "Psychology and Natural Science: The Relation Between the Natural Scientific Attitude, the Theoretical Attitude and the Life-World in Ethnomethodology and Phenomenology." Thesis, Williams, Anita Jane (2010) Psychology and Natural Science: The Relation Between the Natural Scientific Attitude, the Theoretical Attitude and the Life-World in Ethnomethodology and Phenomenology. PhD thesis, Murdoch University, 2010. https://researchrepository.murdoch.edu.au/id/eprint/2964/.

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In this thesis I will revisit debates concerning the use of natural scientific methods in the discipline of psychology. I take the position that natural scientific methods are inappropriate for investigating human experience. My central aim is to unravel the dilemma embedded in psychological practice. Psychologists specifically investigate people but, by using methods based on natural science, they are forced to admit that meaningful human experience is either irrelevant or inaccessible to their investigations of human behaviour. Initially, I take up ethnomethodologically informed discursive psychology (EM-informed DP) as an alternative to, and a viable replacement of, the natural scientific methods in the discipline of psychology. EM-informed DP proceeds from Harold Garfinkel’s appropriation of Edmund Husserl’s critique that natural scientific investigations have lost their life-world foundation. Garfinkel reads Husserl as issuing a practical instruction to go out and investigate lived practices, without any specialised theoretical framework. In doing so, one area that we can investigate, according to Garfinkel, is the lived practices of natural scientists and how they collaboratively produce their research findings. Hence, I proceed by empirically describing how clinical psychologists, as trained natural scientists, interpret people’s everyday experience in and through their actual practices. Following three investigations of clinical psychological interactions, based on three different interpretations of Garfinkel’s ethnomethodological (EM) program, I demonstrate that, despite claims to the contrary, EM in fact presupposes the same ground as natural science. EM-informed researchers mistakenly conflate the natural scientific attitude with the theoretical attitude and, hence, seek to eliminate both in their attempts to clarify the lived practices of natural scientists or everyday people. By contrast, for phenomenologists, the theoretical attitude and the natural scientific attitude are distinct, but interrelated, attitudes that we can take towards the life-world. According to phenomenologists, the life-world is the starting point of any investigation, including all psychological investigations. However, if we forget that our investigations are theoretical, we perpetuate the same problem associated with the natural scientific method; leading us to replace the meaningful human world in which we live, the life-world, with the sterile Objective world constructed by the natural scientific observer. As I will suggest, within the discipline of psychology, the substitution of one empirical method for another still leaves us without the world we live in. The challenge in psychology is to reinstate the importance of the theoretical attitude and the life-world. Through a series of unsuccessful attempts to replace natural scientific methods with an alternative empirical method in the discipline of psychology, I propose that the problem with the natural scientific method is much larger than I originally presupposed. The natural scientific interpretation of human experience is the sedimented interpretation of the life-world in our current historical situation. We cannot simply replace the natural scientific method because, currently, there is no viable alternative. Instead, in order to reinstate the importance of meaningful lived experience, we need to understand the natural scientific attitude in terms of its historical development and grounding assumptions, by engaging with the life-world through the theoretical attitude.

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Sunger, Mustafa. "An Analysis Of Efficacy Beliefs, Epistemological Beliefs And Attitudes Towards Science In Preservice Elementary Science Teachers And Secondary Science Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608601/index.pdf.

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The purpose of the study was to analyze preservice science teachers at elementary science teaching and secondary science teaching with respect to their self efficacy beliefs, epistemological beliefs, and attitudes towards science teaching. Preservice elementary science teachers and preservice secondary science teachers who enrolled in Middle East Technical University in Ankara were the sample of this study. Participants of this study were third grade of preservice elementary science teachers and preservice secondary science teachers. The instruments which are, efficacy beliefs, epistemological beliefs, and attitudes towards science, were utilized this study. v The analysis indicated that moderately positive self efficacy beliefs, epistemological beliefs and attitudes towards science teaching were expressed by most of the preservice elementary and secondary science teachers regarding science teaching. Moreover, preservice elementary and secondary science teachers believe that effective teaching can influence their teaching abilities and students'
learning. Furthermore, many preservice elementary and secondary science teachers express a positive attitude toward science teaching. The analysis indicated that there is a relationship between self efficacy beliefs and attitudes towards science teaching in preservice secondary science teachers, and there is another relationship between epistemological beliefs and attitudes towards science teaching in preservice elementary science teachers.

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Krynowsky, Bernie A. "The relationship between student attitude toward grade 10 science and classroom learning environment variables." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27667.

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The general problem was to investigate theoretical and empirical relationships between student attitude toward Grade 10 science and classroom learning environment variables and to use these findings interpretively to design a teaching/learning strategy which could be used to improve student attitudes. This investigation sought to answer three questions: 1. How is student attitude toward the subject science acquired, changed, and related to variables within a science classroom learning environment? A description of these associations was based upon an analysis of the writings of Ajzen and Fishbein (1980) and Haladyna et al. (1983). 2. What is the nature and strength of the empirical relationship between student attitude toward Grade 10 science and classroom learning environment variables? This determination was accomplished in two ways. The first way involved the possibility of obtaining a linear relationship between a dependent measure of student attitude toward Grade 10 science and a composite of independent learning environment variables. The second way involved the gathering and analysis of student ideas about this relationship using an interview technique. 3. How can the results of this study be used interpretively to improve student attitudes toward Grade 10 science? The focus here was to design a teaching/learning strategy which could be used by the classroom teacher in order to improve student attitudes based upon some of the theoretical and empirical relationships revealed in this study. In the first question it was found that the Haladyna model of variables that could influence student attitudes and the Ajzen and Fishbein view of attitude and attitude change could be interpreted and applied in an educational context to assist in the provision of a perspective on a problem in teaching practice -mainly how can learning environment variables be manipulated in an attempt to improve student attitudes. In the empirical question it was found that a linear relationship existed between measures of student attitude toward Grade 10 science and student beliefs about their classroom learning environment. A forward regression analysis revealed that three variables accounted for 28.9% of the measured variance in student attitude. These variables, in decreasing order of significance of contribution, were: a) Satisfaction (extent to which students are satisfied with the work of the class; b) Apathy (extent to which students care about the class); and c) Difficulty (extent to which students find the class difficult). Personal interviews of 16 Grade 10 science students revealed other learning environment variables which were related to student attitude toward Grade 10 science. These variables, in order of salience, were the: a) extent to which there are hands on activities, b) clarity and organization of teacher explanations, c) perceived usefulness of the science knowledge d) degree of difficulty of the subject and e) quality of interpersonal relationships in class. Interviews of teachers and students also provided additional suggestions as to how to promote more positive student attitudes. Some of the more frequently mentioned suggestions were: a) more labs and hands on activities, b) less teacher talk, c) more emphasis on the practical/social/personal aspects of science content, d) more teacher enthusiasm to promote science as a valuable activity, and e) to have as great a variety of science activities as possible. The third question involved design of a teaching/learning strategy based on a format for the application of theory to educational practice suggested by Joyce and Weil (1980). This strategy, which involved the manipulation of the learning environment in accordance with the Ajzen and Fishbein theory, was illustrated by a sample lesson from a unit of instruction developed by the researcher.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Wong, Ho-yan Joyce, and 黃可欣. "Junior secondary school students' attitude towards school science in aHong Kong co-educational school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177102.

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This study aimed at finding out junior secondary student’s attitude towards school science in a co-educational school in Hong Kong. Eleven items from the survey instrument Attitude towards School Science (AtSS) were used to collect both descriptive and explanatory data on student’s attitude towards school science. The sample consisted of 393 Form 1 to Form 3 students. Their positive AtSS were found to decline with grade level (i.e. declining from Form 1 to Form 3). The decrease in positive attitude was sharpest between Form 2 and Form 3. A remarkable decrease in positive attitude towards their science teachers was also noticed between Form 2 and Form 3 mainly due to the decrease in variety of activities during the lessons. In general, female students were less positive to school science but they were trying harder than the male students because they wanted to do well even though they were not as interested as male students in the subject. In terms of interest, female students were more favorably inclined towards biological science and male students towards physical sciences. Based on the findings, it is suggested that the curriculum and time allocation for junior secondary science, especially for Form 3, should be revised so as to help cultivate student’s interest in science. Also, peer observations can be arranged more frequently to let teachers learn from each other.
published_or_final_version
Education
Master
Master of Education

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Reid, Catherine Anne. "Teacher interpersonal behaviour : its influence on student motivation, self efficacy and attitude towards science." Full text available, 2007. http://adt.curtin.edu.au/theses/available/adt-WCU20071218.155237.

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Werner, Alyssa G. "How Female-oriented Teaching Strategies Impact the Attitude of Middle School Female Science Students." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10744452.

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This dissertation investigated if the implementation of six different female-oriented teaching strategies had an effect on the attitude of middle school female science students. Female-oriented teaching strategies included single-sex groupings, student-teacher interactions, introduction of female role models, guided-inquiry teaching pedagogy, demonstration of real world relevance of science, and the implementation of more technology into science lessons.

Quantitative data was collected by an initial and final administration of an attitude survey. The survey consisted of 48 Likert-type questions and was separated into six attitude domains (perception of the science teacher, anxiety, self-concept, value, enjoyment and motivation). Qualitative data was obtained through student journaling and interviews. A two-tailed, paired t-test was run on the qualitative data to gauge a degree of change in attitude, while deductive coding methods were used to gain female students’ viewpoints of the strategies implemented.

The implementation of four of the six female-oriented teaching strategies had a positive effect on the female students’ attitude toward science. These strategies included grouping students in single-sex pairings, using guided-inquiry lessons, showing students the relevancy of science, and introducing female students to historical and current women in science.

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Reid, Catherine. "Teacher interpersonal behaviour: Its influence on student motivation, self-efficacy and attitude towards science." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/1486.

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The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.

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Reid, Catherine. "Teacher interpersonal behaviour: Its influence on student motivation, self-efficacy and attitude towards science." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17524.

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The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.

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Pamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.

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The purpose of this study was (1) to explore pre-service science and mathematics teachers&rsquo
levels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public universities in Ankara participated. Also, students were enrolled in first and fourth grades. The scales were administrated during 2006 Fall semester. Computer Self-efficacy Scale and Computer Attitude Scale which had four sub-scales, namely anxiety confidence, liking, and usefulness were used to determine pre-service teachers&rsquo
computer self-efficacy and attitudes towards computer levels. Moreover, the v questionnaire had some questions that asked demographic characteristics of participants. The results indicated that pre-service Science and Mathematics teachers had high computer self-efficacy and attitude levels. Furthermore, participants&rsquo
gender was not a significant factor on their computer self-efficacy and computer attitude except for liking sub-scale. Males liked more computer than females. Major of participants did not have any effect on computer self-efficacy and computer attitude. Grade level was an important factor for computer self-efficacy and attitude
fourth graders had higher scores on both scales. Computer owner participants had significantly higher scores of computer self-efficacy and attitudes towards computers. Finally, results showed that participants&rsquo
computer self-efficacy scores were related to sub-scale scores of computer attitude scale.

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Ashley, Samuel. "The effects of informal science education on students' attitudes and academic performance." Master's thesis, Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002166.

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Ozdemir, Ertugrul. "Modeling Of The Factors Affecting Science Achievement Of Eighth Grade Turkish Students Based On The Third International Mathematics And Science Study." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1085414/index.pdf.

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The purpose of this study is to investigate the factors that are related to students&rsquo
science achievement in TIMSS-R. Basically instructional activities, affective characteristics of students and socioeconomic status (SES) were taken as the variables of the model proposed within the Linear Structural Modeling (LSM) framework. This study examined the TIMSS data for Turkish students with the sample size of 7841 through the analysis of Structural Equation Modeling (SEM). Resulting path diagram showed that the largest relationship existed between science achievement and SES of students. It was also observed that students&rsquo
enjoyment of science did not seem to have a significant contribution on science achievement. In addition, science achievement had a negative relationship with the classroom activities considered as student-centered. On the other hand, the activities considered as teacher-centered had a positive impact on the science achievement scores of the TIMSS tests. It was also observed that science achievement and perception of success/failure in science were highly related with each other. The results were interpreted within the framework of Turkish educational system, and some suggestions for future research studies were proposed.

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Ma, Kin-hing, and 馬健慶. "The relationship between achievement in and attitude towards science, approach to learning and classroom environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957341.

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Mo, Yun. "Opportunity to Learn, Engagement, and Science Achievement: Evidence form TIMSS 2003 Data." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29564.

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This study examined the relationships between opportunity to learn (OTL), science engagement, and science achievement in studentsâ middle school level. This study used the Trends in International Mathematics and Science Study (TIMSS) data from the 2003 wave. The data were analyzed using structuring equation modeling and hierarchical linear modeling. It was hypothesized that studentsâ engagement in science is a mediator between opportunity to learn and science achievement. Moreover, class and school level variability was also examined since the organization of the data was nested. The study examined the effects of OTL on studentsâ emotional, cognitive, and behavioral engagement in science and subsequently on science achievement controlling for family socioeconomics status. The results of structural equation modeling supported some theoretical formulations of the conceptual model, and showed significant effect of OTL factors on studentsâ science engagement, especially the behavioral engagement. Furthermore, science emotional and cognitive engagement showed positive effects on science achievement, but the effect of behavioral engagement on science achievement was complex. Detailed exploration and discussions were included in this study. The findings from hierarchical linear models suggested that studentsâ science achievement was not only related to studentsâ engagement, but also varied by class and school level OTL factors. The study had both theoretical and practical significances, providing valuable insights for the pedagogy of science.
Ph. D.

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Kay, M. A. "The British attitude to the Yugoslav government-in-exile, 1941-1945." Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372714.

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Denton, Kristen E. "Effects of Facilitation Context on Attitude toward Sustainable Seafood." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690032.

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This study examined how adult guests to the California Science Center engage with a specific conservation education topic: sustainable seafood. Sustainable seafood is a common education message delivered in informal science institutions. This study also investigated whether engaging in an activity about sustainable seafood while simultaneously viewing live fish species would have a greater impact on guests than participating in the same activity while viewing a laboratory space.

The data showed that guests who participated in a hands-on activity about sustainable seafood knew more about conservation-related topics and were more likely to adopt behaviors conducive to sustainable seafood consumption than guests who participated in a different hands-on activity. The data also showed that the settings in which guests participate in this Sustainable Seafood activity do not influence their knowledge or behavior. This indicates that this Sustainable Seafood activity is effective in educating adult guests, regardless of the setting.

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Al-Saud, Afra T. J. "Sex differences in attitude towards mathematics: an investigation in Iraqi secondary schools." Thesis, Aston University, 1985. http://publications.aston.ac.uk/10627/.

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Hayward, Ian, of Western Sydney Nepean University, and Faculty of Education. "Attitude and achievement of females in science : girls in single sex classes in the coeducational environment." THESIS_FE_XXX_Hayward_I.xml, 1991. http://handle.uws.edu.au:8081/1959.7/123.

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There can be many influences affecting girls in secondary high schools which in turn produce many different outcomes on their progression through high school. The influences causing these effects are varied and in many instances interrelated, including those of peer pressure, self-perception and teacher influences. One possible outcome is that of the number of females selecting science at the senior secondary level being disproportionately low when compared to males. This thesis investigates one proposed method of increasing, the currently low, numbers of females selecting the physical sciences in Year 11 and Year 12 by examining attitudes and achievements of females when placed in a single sex class in a coeducational school. The results were unexpected when examined in light of the literature reviewed. Previous research predicted that females would benefit in attitude and achievement if removed from the mainstream coeducational classroom. The results of this study did not reflect this prediction.
Maser of Education

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Hayward, Ian. "Attitude and achievement of females in science : girls in single sex classes in the coeducational environment /." View thesis, 1991. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030820.153830/index.html.

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Krome, Elizabeth Ann. "The effects of cooperative learning on student attitude and achievement in a Middle School science classroom." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2608.

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Lowe, John Paul. "The Effect of Cooperative Group Work and Assessment on the Attitudes of Students towards Science in New Zealand." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/955.

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The improvement of secondary-level students’ attitude to science is encouraged in the New Zealand curriculum document. It is also noteworthy that employers in scientific institutions and commercial organisations place great value on group or teamwork. However, it is apparent that some teachers have reservations about cooperative group work, particularly problems with classroom management. There has been significant research done on cooperative learning and student attitudes, but investigations about the use of cooperative group work to improve the science-related attitudes of our younger secondary school students are rare. This thesis focuses on the effect of cooperative group work and assessment on the attitudes of 312 science students in four rural secondary schools in New Zealand. The cooperative groups were established using a simplified protocol which was non intrusive on curriculum delivery to help ensure wide acceptance by secondary science teachers. The students’ attitudes were assessed quantitatively using the Test of Science Related Attitudes (TOSRA) while qualitative results were obtained through teacher and student interviews along with researcher observations.. The data were collected before and after three terms of cooperative learning in a variety of activities including practical classes, fieldwork, and written assignments and class tests. This part of the study revealed that group work and group assessment enhanced students’ attitudes to science, with both the teachers and students seeing real value in such activities, especially the formative group testing opportunities. The study also confirmed the reliability and validity of the TOSRA in New Zealand schools for the first time.The TOSRA was also used to make comparisons of the science-related attitudes of several subgroups within the study population. Such comparisons included the effects of gender, grade level and band along with consideration of the roles of the teacher and classroom environment on student attitudes. Finally, a teacher friendly set of guidelines for the implementation of cooperative group work and assessment in the classroom has been prepared as result of this ongoing research.

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Hensley, Carol A. "Analysis of the interrelationships between science anxiety and the variables of gender, course of study, parent background, achievement, test anxiety, and attitude toward science." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399888376.

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Renström, Charlotte. "The young French and the EU : A case study on attitudes toward the European Union in light of a potential Frexit." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80171.

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In the wake of Brexit in 2016, the conception of Frexit was born and received an impetus in the French presidential election campaigns in 2017. The scepticism toward the European Union once again found expression as Eurosceptic political parties gained ground and supporters amongst French citizens. With attitudes toward the EU in France seemingly variable and impressionable of political currents, it is important to understand from where these originate as well as what a positive or negative attitude imply in practice. Therefore, this study aims to map out attitudes among young French citizens: A group with an overall positive attitude toward the EU as well as the generation in charge of the future European Union. The study is conducted in the form of a case study, with the framework of Functional Attitude Theory guiding the analysis. The main findings include an obvious lack of knowledge on the union among the interviewees, connected to a feeling of exclusion from the same. However, benefits and rights provided by the EU are considered grounds to stay within the union. Finally, the findings are discussed and ideas for further research are suggested.

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Ulutas, Ozgul. "An Investigation Of Pre-service Elementary Science Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611443/index.pdf.

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This study aims to investigate pre-service elementary science teacher&rsquo
s scientific literacy level and their attitudes towards science. In addition, whether pre-service elementary science teacher&rsquo
s scientific literacy and their attitudes towards science differs in some demographic variables such as gender, high school profile, grade, place of family residence, parents educational level and family income level were examined. Finally, possible relationship between participants&rsquo
scientific literacy level and their attitudes towards science was explored. The present study conducted with 285 pre-service elementary science teachers from Elementary Science Education Program at Dokuz Eylü
l University during the second semester of 2008-2009 academic year. The data were collected by administering v Turkish version of Test of Basic Scientific Literacy (TBSL) and SAI-II (Science Attitude Inventory) scales. Analysis of the data indicated that pre-service elementary science teachers have satisfactory scientific literacy level and moderately positive attitudes towards science. Moreover, participants&rsquo
scientific literacy level and attitudes towards science showed differences in only some demographic variables: gender and place of family residence. Finally, the analysis also indicated that there is a positive significant relationship between participants&rsquo
scientific literacy level and their attitudes towards science.

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Chou, Yu-Pen, and 周育本. "A Study of the Correlation among Primary School Studentts' Perceptions of Science Teachers' Attitude, Attitud to Learning Science and Academic Achievement of Science." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/28752750244665586146.

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碩士
國立嘉義大學
科學教育研究所
94
The aim of this study is to explore the relationships among primary school students’ perceptions of science teachers’ attitude, attitude to learning science and academic achievement of science with “Perceptions of Science Teachers’ Attitude Scale” and “Attitudes to Learning Science Scale” for data collection. There were 713 students, including fifth and sixth grades, selected from Taichung County and Changhua County in Taiwan. The collected data were analyzed by t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple regression. The main results were as followings: 1.There were no significant differences (p>.05) in the perceptions of science teachers’ attitude between fifth-grader and sixth-grader. However, girls scored higher in the perceptions of science teachers’ attitude than boys did (p<.05). 2. The fifth graders scored higher in both attitude to learning science and academic achievement of science than sixth graders did(p<.05). 3. The girls scored higher in both attitude to learning science and the academic achievement of science than boys did(p<.05). 4. Students with different degree of perceptions of science teachers’ attitude didn’t perform significantly different (p>.05) in the academic achievement of science. However, the higher attitude to learning science of students, the better they performed in the academic achievement of science (p<.05). 5.There were significantly positive correlations (p<.01) not only between students’ perceptions of science teachers’ attitude and academic achievement of science, but also between attitude to learning science and academic achievement of science. 6.The perceptions of science teachers’ attitude influence students’ attitude to learning science by canonical factors including teachers’ teaching attitude, teaching evaluation, communication, and classroom management. 7.The variables of gender, perceptions of science teachers’ attitude, and attitude to learning science could explain 12.1% variance of primary school students’ academic achievement of science.

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"Preservice Elementary Teachers' Science Knowledge, Attitude Toward Science Teaching and Their Efficacy Beliefs Regarding Science Teaching." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605301/index.pdf.

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Lien, Fang-Ying, and 連芳瑩. "The Impact of an Exemplary Science Teacher's Teaching Beliefs on Students' Science Attitude." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/79234888115643870938.

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碩士
臺北市立大學
應用物理暨化學系科學教育組碩士班
102
This research used the qualitative approach to demonstrate a story of an exemplary teacher who has faith in science teaching to establish Science Research Club (SRC) in the elementary school. The researcher investigates the further effect on the scientific attitude of students who join the SRC, which was led by Mr. Fish. As a participatory observer and a reflective thinker, the researcher's inquiry is base on five aspects of the influence over the belief of teaching: (1) the scientific belief, (2) the self belief, (3) the belief to the club, (4) the belief of teaching science, (5) the effect on the environment of the society. The subject of the study was a science teacher, Mr. Fish, who teaches in an elementary school and five graduates from that school as well as joined SRC during their study. Data collection methods including interviews with the teacher and his students, classroom observations, a teaching blog, the researcher's reflective note, and the activities of SRC over three years. The results from the interviews were coded, analyzed and generalized. The results showed SRC run by Mr. Fish incorporating group dynamics have positively affected the students' scientific attitude, especially their inquisitiveness and learn-by-doing spirit. The study also shows that the teacher's self faith have imperceptible influence to the students' attitude. Finally, through qualitative approach, we portrayed how Mr. Fish dedicate himself to the mission and teaching belief to the science education along with his persistence and passion. Also to promote the fundamental road of science education and to articulate the ideas and message clearly through narration in order to pass the scientific teaching experiences to the generations onwards. Also, the research will pass the original intention and passion to science education outwards.

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鄭旭泰. "The effect of promoting 6th students' science concept, scientific attitude and attitude toward science with "teaching by making examples of creative thinking"." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/02933311157221892928.

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碩士
臺北市立師範學院
科學教育研究所
91
The effect of promoting 6th grade students’ science concepts, scientific attitudes and attitude toward science with “teaching by making examples of creative thinking” Abstract In the era of information explosion, to learn isn’t only to recite, memorize, or model old knowledge, but also to increase the ability of creative thinking. With the teaching activities focused on promoting students’ scientific creation, environment of creative learning is thus made, and students with creation are educated. Consequently, in the future, more and more creative technology proficient will be educated and fostered. Therefore, as teachers, we should devote ourselves to originate creative learning surroundings and nurture students with creation. The purposes of this dissertation were to investigate that if making examples of creative thinking (1) helped the higher graders at elementary schools learned science concepts, (2) promoted students’ scientific attitudes, (3) promoted students’ attitudes toward science. The study employed quasi-experimental design and was supported with both quantitatively and qualitatively. The experimental group implemented the design of “teaching by making examples of creative thinking”. The controlled group adopted the method teaching illustrated in textbooks and teaching guides. The research tools included achievement test of scientific concept “the facility of simple machines” and “day and night and four seasons”, as well as questionnaires on learning science attitudes and questionnaires on learning attitudes toward science. This statistical analysis of research adopted ANCOVA with SPSS/WIN 8.0 statistic software. According to the purpose of the research, a pretest administers before the instruction session and a posttest was analyzed by one-way analysis of covariance. The conclusions of study were as the following: 1.Students in experimental group who accepted “teaching by making examples of creative thinking” score mush better than students in controlled group on the scientific concept achievement test. 2.Students in experimental group who accepted “teaching by making examples of creative thinking” could promote effectively the scientific attitudes. 3.Students in experimental group who accepted “teaching by making examples of creative thinking” could promote effectively the attitudes toward science. 4.Students in experimental group who accepted “teaching by making examples of creative thinking” were of highly positive reactions toward natural science and living technology curriculums. Based on the above outcomes, the researcher concluded with the following proposal “teaching by making examples of creative thinking” had positive effect on natural science and living technology curriculums.

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江姿萱. "Parents’ pseudoscience attitude and self-efficacy in science learning affect the attitude and intention to take children to revisit the science museum." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/84620391335517217829.

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碩士
國立臺灣師範大學
社會教育學系
100
The theory of planned behavior model can highly explain the relationship between behavior and intention. Therefore, this study applied the theory of planned behavior model (TPB) and decomposed theory of planned behavior model (DTPB) to explore the relationship among the attitudes toward science, pseudoscience, self-efficacy from taking children learning science before visiting the museum, and experiential values after visiting museum which includes epistemic, social and hedonic value, and the intention to visit the museum again, by using parents who take children to visit the museum as this study objects. This study used questionnaire survey to collect data. The research found: 1. Pseudoscience has negative correlation with attitude toward science and the self-efficacy from taking children to learn science. 2. Attitude toward science is positive correlated with social value and hedonic value. 3. Taking children to learn science self-efficacy has positive correlation with epistemic value, social value, and hedonic value. 4. Social value and hedonic value is positive correlated with intention. The results of this study be applied to museum managers to promote scientific event.

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Hsu, Ching-Ling, and 許景綾. "The study of Mobile Science Exploration Studio narrat0rs’science attitude." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/90093333132105885874.

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碩士
國立臺東大學
教育學系(所)
101
Mobile Science Exploration Studio can be extended to every human heart deeply . By introducing of narrators, students could understand the difficult scientific principles and discover that the science exists in daily life. While training narrators, the researcher not only has to pay attention to the science and learning attitude of narrators, but also to improve the narrators’ expression ability. The narrators could confidently explain the scientific principles and applications, learning new related knowledge. This study takes qualitative research strategy, with semi-structured interviews to analyze the narrators’ attitude. After training of Mobile Science Exploration Studio, the narrators have better attitude for seeking the truth of everything. The narrators not only have better learning attitude but also have better learning expression and fluently speaking. This study shows that the training have positive impact on scientific attitude, learning attitude and confidence. The result could give schools for textbook display or training, teaching and planning of narrators.

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Dissertations / Theses on the topic 'Attitude to science'

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