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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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Kurbanoğlu, Namudar İzzet, and Fatma Koç Nefes. "EFFECT OF CONTEXT-BASED QUESTIONS ON SECONDARY SCHOOL STUDENTS’ TEST ANXIETY AND SCIENCE ATTITUDE." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 216–26. http://dx.doi.org/10.33225/jbse/15.14.216.
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The context-based questions have promise and potential to reduce the test anxiety of students and improve their attitudes towards science. The purpose of this research was to investigate the effect of context-based questions on test anxiety and science attitude of students. The research design employed was a quasi-experimental equivalent control group with a pre-test and post-test design. Samples were 70 secondary school students, selected from the 185 seventh grade students at a public school in Turkey. Test Anxiety and Science Attitude Scales were used to measure their test anxiety and attitude towards science, respectively. The results of the data analysis indicated that the context-based questions significantly reduced the test anxiety of the students in the experimental group and improved their attitudes towards science. In contrast, the conventional questions increased the test anxiety of the control group students, but no significant effect in science attitude was found among them. Further, the results showed that there was a relationship between the pre- and post-test scores of the test anxiety and science attitude of both the experimental and control groups. Key words: attitudes, context-based questions, conventional questions, secondary school students, test anxiety.
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Sulthon, Sulthon. "Building a scientific attitude for Islamic elementary school students on Science Education learning based on science technology and society approach." MUDARRISA: Journal of Islamic Education 10, no. 1 (July 9, 2018): 73. http://dx.doi.org/10.18326/mdr.v10i1.73-98.
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The objectives of this study are to describe the practice of Science Education (IPA) learning at Islamic Elementary School (MI) and to develop the model based on Science Technology and Society (STS/STM) for building certain scientific attitudes. The qualitative approach was employed by searching data on the implementation of IPA learning through direct observation. The data are then analyzed descriptively. The results show that: 1) Science Education learning model based on Science Technology and Society gives students opportunity to conduct IPA process correctly and apply mutual relationship between IPA concept, technological progress, and life in society through five stages: invitation, exploration, explanation, consolidation of concepts or follow-up, and assessment; 2) Science Education learning model based on Science Technology and Society can build a scientific attitude and behavior of students to be sensitive, have a curiosity attitude, attitudes of proof, flexible attitude, critical attitude, caring attitude towards living creatures and environment, objective, honest, open, and cooperative. To strengthen and solidify the building process of this scientific attitude, it is conducted with a variety of relevant madrasa (school) activities through the habituation of activities beyond programmed science learning which include: building clean living habits in the madrasa environment; building park; performing reforestation; and fostering environmental sensitivity through community service programs in the village environment.
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Ilhan, Nail, Zeynel Abidin Yilmaz, and Hülya Dede. "ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 183–93. http://dx.doi.org/10.33225/jbse/15.14.183.
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One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.
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Kadijevich, Djordje. "Gender Differences in Computer Attitude among Ninth-Grade Students." Journal of Educational Computing Research 22, no. 2 (March 2000): 145–54. http://dx.doi.org/10.2190/k4u2-pwqg-re8l-uv90.
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A study of fifty-four female and fifty-nine male Gymnasium (high school) students from four ninth-grade classes oriented toward natural sciences and mathematics surveyed students' attitudes toward computers in relation to gender and computer experience and found that males showed a more positive attitude toward computers than females, even when computer experience was controlled. An additional study of fifty-one females and fifty-four males from the initial sample found that males did show more interest in computer science than females, but these differences could not explain gender differences in computer attitude.
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Sorge, Carmen. "The Relationship Between Bonding with Nonhuman Animals and Students' Attitudes Toward Science." Society & Animals 16, no. 2 (2008): 171–84. http://dx.doi.org/10.1163/156853008x291444.
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AbstractThis paper examines the relationship of bonding with nonhuman animals during an interactive, animal-in-the-wild science program (Talking Talons) and the science attitudes of 358 young children between the ages of 8 and 14 Talking Talons utilizes typically wild animals such as raptors, reptiles, and bats in a school-based educational science curriculum. Qualitative data from interviews with students in the program indicated that "bonding with animals" (BWA) and the educators (BWE) within the program were related to increased positive attitudes toward science. The program used quantitative methods to examine these dual relationships—with animals and with educators- on student attitude toward science. The program performed a step-wise multiple regression with "Attitude toward Science" as the dependent variable and "Gender," "Age," and "Bonding with Animals" as independent variables. Both "Bonding with Animals" and "Bonding with the Educator" contributed significantly to prediction of the participants' science attitudes. Altogether 28% of the variance in "Science Attitude" was predicted by both "Gender" and "Age" (10%), "Bonding with Animals" (16%) and "Bonding with Educator" (2%). Bonding with the animals had a large quantifiable relationship with student attitudes toward science.
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Julianto, Julianto, Wasis Wasis, Rudiana Agustini, Suprayitno Suprayitno, Asri Susetyo Rukmi, Fitria Hidayati, and Endah Rahmawati. "Creative Attitude in Science Learning Model to Improve Creative Thinking Skills and Positive Attitude of Students Towards Science." IJORER : International Journal of Recent Educational Research 3, no. 6 (November 30, 2022): 701–17. http://dx.doi.org/10.46245/ijorer.v3i6.255.
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The results of the literature study show that the Problem Based Learning (PBL) and Creative Problem Solving (CPS) models are proven to be able to improve students' creative thinking skills, but also have weaknesses that need to be improved. To complement the weaknesses of the application of the PBL Model and the CPS Model, it is necessary to develop an Innovative Learning Model that can improve students' creative abilities. The CASL (Creative Attitude In Science Learning) model is a learning model that integrates the CPS model with the PBL model in learning activities. The development of the CASL model is supported by the latest learning theories and the empirical foundation of the latest research. The CASL model has five phases, namely: (1) Generating positive attitudes as creative individuals, (2) Organizing creative learning, (3) Guiding creative investigations, (4) Forming positive attitudes in demonstrating scientific creativity, and (5) Attitude evaluation positive and scientific creativity.
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Tian, Saiqi, Jinxing Zhu, and Zhiqing Wang. "Preservice Elementary Teacher Self-Efficacy and Attitude towards Teaching Science." World Journal of Educational Research 9, no. 2 (March 26, 2022): p75. http://dx.doi.org/10.22158/wjer.v9n2p75.
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The present study investigated the status and relationship between preservice elementary teacher self-efficacy and attitude towards teaching science. The researcher employed a mixed-method approach to collect both quantitative and qualitative data. The researcher used a questionnaire responded by 125 undergraduates who major in elementary education to collect quantitative data. The self-efficacy regarding teaching science includes five aspects, and the attitude towards teaching science consists of three aspects. Results show that preservice elementary teachers have both high self-efficacy regarding teaching science and positive attitudes towards teaching science. All the aspects of self-efficacy regarding teaching science are demonstrated to have a positive correlation with attitude towards teaching science and its corresponding aspects. A formula model was also constructed to predict the preservice elementary teachers’ attitude towards teaching science based on their self-efficacy regarding teaching science.
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Anggraini, Lika, Maison, and Syaiful. "Attitude and Understanding of Concepts: It’s Influence in Science Learning." Journal of Education Research and Evaluation 6, no. 3 (September 8, 2022): 423–30. http://dx.doi.org/10.23887/jere.v6i3.45991.
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Attitude measurement is very important because the teacher can find out that each student responds to science learning with an indication that students reject or accept science learning in students. This research is aimed to analyse how the science attitude of students, analyse understanding of students' concepts on Newton's law material and analyse the effect of science attitudes on students' understanding of concepts in Newton's law material. This research is a mixed type of research, namely a mixed method with the aim of knowing how science attitudes are, how students understand concepts, and the effect of science attitudes on students' conceptual understanding. This study took a sample of 358 junior high school students with the sampling technique used was purposive sampling. The instruments used were student science attitude questionnaires, concept understanding questionnaires, and interview sheets. Analysis of the data used in the form of descriptive statistics, simple linear regression, and Miles Huberman for qualitative data. The results obtained from the study are that the overall average of students is in a good category on both variables, it is also known that there is an influence of 51.2% of the influence of students' science attitudes on students' understanding of concepts. This certainly illustrates that junior high school students in the Telaipura sub-district are quite good at understanding Newton's law concepts.
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Kurniawan, Dwi Agus, Astalini Astalini, Nugroho Kurniawan, and Lika Anggraini. "Sikap Siswa Terhadap IPA berdasarkan Investigasi dan Korelasi: Kesenangan Belajar dan Minat Meluangkan Waktu pada IPA (The Student's Attitude toward Science based on Investigation and Correlation: Learning Fun & Enthusiasm for Spending Time)." SEJ (Science Education Journal) 3, no. 1 (February 17, 2020): 1. http://dx.doi.org/10.21070/sej.v3i1.2527.
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This study purposed to investigate attitudes towards science in junior high school students,based on 2 attitude indicators: (1) enjoyment in science lesson & (2) leisure interestin science. In addition, measurements were also made regarding the relationship betweenthe two indicators of attitude. This research is survey research. The results of the datacame from an attitude questionnaire consisting of indicators (1) enjoyment in science lessonand (2) leisure interest in science. The sample consisted of 2815 junior high schoolstudents in Jambi Province, Indonesia. The results showed that for indicators: (1) enjoymentin science is good category with a percentage of 48.1%, (2) leisure interest in scienceis fairly good category with a value: 47.2% and This indicator leads to a positivetrend supported by a positive attitude with a greater good value: 38.4%, while for theanalysis of the correlation between the two indicators shows a positive correlation with asig: 0,000 (<0.05) and has a strong degree of correlation indicated by the value "PearsonCorrelation": 0.716. Therefore, it is concluded overall attitudes towards science at Juniorhigh school students in Jambi, Indonesia have a positive attitude and are categorizedwell.
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Ernawati, Margaret Dwi Wiwik, Asrial Asrial, Rahmat Perdana, Sabila Eka Septi, Siti Rohana, and Ahmad Mansur Nawahdani. "Evaluation of Students' Interest, Attitudes, and Science Process Skills in Science Subjects." Journal of Education Research and Evaluation 6, no. 1 (February 22, 2022): 181–94. http://dx.doi.org/10.23887/jere.v6i1.37583.
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The main problem in learning science is shaping students' interests, attitudes and science process skills. Students' science process skills have not been developed optimally. This study aims to analyze the comparison and relationship of interests, attitudes and science process skills in science learning in two schools. This research method is quantitative with comparative type. The number of respondents as a sample is 140 students. The data collection technique used purposive sampling. The results of the study using the t-test that there are significant differences in the indicators of interest, attitude and science process skills of students. The results of the correlation test between interests, attitudes and science process skills in students showed that interests, attitudes and science process skills were interrelated. The limitation of this study is that it only uses two indicators per variable. It is better to use several indicators to find out in more detail the influence of the variables of interest, attitude, and science process skills on students. The researcher recommends further research to vary more indicators used in order to find out in more detail the variables studied and the researcher recommends conducting research at the junior high school level.
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Kazempour, Mahsa. "The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A Case Study of a Pre-Service Teacher with Positive Science Attitude and High Science Teaching Self-Efficacy." Journal of Education and Learning (EduLearn) 8, no. 1 (February 1, 2014): 51–64. http://dx.doi.org/10.11591/edulearn.v8i1.18492.
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This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary pre-service teacher, Heather, with extremely positive attitude and high self-efficacy. For this particular population of pre-service teachers, possessing a high science teaching self-efficacy alone is not sufficient to assume reform-based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self-efficacy before and after the course. Initially, Heather’s attitude and self-efficacy with respect to science and science teaching were closely interrelated and a product of her own intrinsic interest in science and her unique K-12 experiences. Her beliefs appeared to have been shaped by both her actual science experiences and what she had witnessed in the classrooms. Heather’s course experiences shaped her post beliefs about science and science teaching, which consequently altered her attitude and confidence.
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G. Adeniyi, Sunday. "COMPARATIVE STUDY OF THE ATTITUDES OF SCIENCE AND NON-SCIENCE STUDENTS TOWARDS STATISTICS: THE ROLE OF STATISTIC ANXIETY." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 933–39. http://dx.doi.org/10.21474/ijar01/13630.
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Statistics is an essential part of the curriculum in Nigerias education landscape taught in the science and non-science classrooms. However, there has been a growing concern about the students attitudes towards statistics across every level. The present study aimed to determine whether there would be a difference between science and non-science students attitudes towards statistics and whether statistics anxiety contributes to the variations in students attitudes towards statistics in the tertiary education level in Nigeria. A convenience sample of two hundred and twenty-two first-year students pooled from three public tertiary institutions in the Kogi State of Nigeria participated in the study. A cross-sectional survey design was adopted. The participants completed a self-report measure of Survey of Attitude toward Statistics (SATS-36),initially developed by Schau (2003), and a modified version of the Statistics Anxiety Rating Scale (SARS) developed initially by Baloǧlu (2002). 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 = 1.78, t (200) = 13.632, P< = .05. The result of a regression analysis performed on the data revealed that statistics anxiety positively predicted attitudes towards anxiety. It was concluded that the variation between the attitude of science students and non-science students towards the teaching and learning of statistics is moderated by statistics anxiety. 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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Agnafia, Desi Nuzul, Qurrotul Anfa, and Anisa Rizkia. "Improvement of Science Attitude Through Scientific Approach in Environmental Science Courses." Journal of Biology Learning 4, no. 1 (March 30, 2022): 45. http://dx.doi.org/10.32585/jbl.v4i1.2247.
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This study aims to determine the increase in science attitude a scientific approach in environmental science courses. The method used in this research is classroom action (CAR). The subjects of this research are science students in semester 3 of the academic year 2021/2022 with a total of 24 people. This research used qualitative descriptive analysis. Based on the results of classroom action research, it can be seen that the scientific attitude of science education in environmental science courses has increased with the application of a scientific approach. The resulting difference is 5.41% between cycle I and II. Cycle I has an average percentage value of 74.61% and cycle II has an average percentage value of 80.02%. The research carried out can successfully foster scientific attitudes in students so that they are successful in learning
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Badarudin, Badarudin. "THE EFFECTIVENESS OF STEM BASED LEARNING IN IMPROVING SCIENTIFIC THINKING ABOUT GRADE V OF ELEMENTARY SCHOOL." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 1 (April 1, 2021): 38. http://dx.doi.org/10.30595/dinamika.v13i1.9320.
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This study is backgrounded by student’s scientific attitude which is still low in process of Natural Sciences in grade V SD/MI. The present study aimed to determine the improvement of scientific attitudes by using learning based on Science, Technology, Engineering, and Mathematics (STEM). This study is a class action research. Subjects of this study are students of class V in MI Muhammadiyah Kramat with a total of 20 students, consisting of 15 men and 5 women. The instrument used is a questionnaire and a scientific attitude observation sheet as well as a science learning achievement test. The results of this study there is an increase in scientific attitudes and learning achievement using the STEM model in grade V. Based on the questionnaire scientific attitude in the first cycle to get an average score of 3.7 or 74% which includes good criteria and then increased in the second cycle to get an average score of 4.2 or 84% which includes good criteria. Improvement of science learning achievement in the first cycle got an average value of 55.1 with 40.3% mastery learning and cycle II got an average value of 71.65 with 82% mastery learning. Each stage in STEM can facilitate the improvement of scientific attitudes in learning science in grade V SD/MI
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Eissa, Abdullah T. "Knowledge, Attitudes and Practices towards Medication Use among Health Care Students in King Saud University." International Journal of Medical Students 1, no. 2 (August 31, 2013): 66–69. http://dx.doi.org/10.5195/ijms.2013.205.
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Background: Health sciences students are expected to have appropriate knowledge and attitudes toward medication use. However, literary evidence of such expertise among health sciences students of King Saud University is unknown. This study was completed to assess the knowledge about medicines and behavior of health science students towards safe use of medications. It also aims to assess the health knowledge, attitude and practices of the students. Methods: This cross-sectional study used a questionnaire consisting of 24 questions. This was administered by the researcher between October and December 2009 in the colleges of medicine, dentistry, pharmacy, applied medical science and nursing of the King Saud University. The survey consisted of three parts: Ten questions assessed the students’ knowledge on drug safety (Part 1). Four questions assessed student attitude toward medication consultations by the pharmacist (Part 2) and ten questions involved medication use practices and consultation with pharmacists (Part 3). A stratified sampling method was used to select participants. Results: Pharmacy students had better medication knowledge compared to other health sciences students especially regarding antihypertensive drugs, antibiotics, paracetamol and antacids (p<0.05). Pharmacy students showed a positive attitude regarding the trustworthiness of a pharmacist to give a consultation. Nearly all other health science students showed a negative attitude about dispensing and consultation concerning nutritional supplements by a pharmacist. All health sciences students had a similar perception toward medication use and practice. Conclusion: Pharmacy students had better knowledge about medication practice compared to other health sciences students. All other health sciences students lacked the appropriate attitude and practice related to the safe use of medications
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Puspitasari, Winda, Azwir Anhar, Zulyusri Zulyusri, and Ristiono Ristiono. "The Analysis of Spiritual and Social Attitudes in the Science-Biology Learning Process of students Class VIII of SMPN 20 Padang." Bio-Edu: Jurnal Pendidikan Biologi 5, no. 1 (April 3, 2020): 1–9. http://dx.doi.org/10.32938/jbe.v5i1.466.
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The attitude assessment of the 2013 curriculum is needed to prepare a moral and civilized generation by following the objectives of this curriculum. This study aims to determine the spiritual and social attitudes in the Science-Biology learning process of students Class VIII SMPN 20 Padang. aspects observed are 1)respecting and soulful the teachings of the religion they hold, 2)honest, 3)discipline 4)responsibility, 5)polite, 6)self-confidence, 7)caring. This type of research is descriptive research. Data collection using questionnaires and observation sheets then conducted a percentage analysis to determine the average score obtained from the two assessment techniques. The Data obtained will be shown through images. The result of this research is the assesement of spiritual and social attitudes during the learning process of Sciences-Biology learning process of students Class VIII of SMPN 20 Padang have a good criteria. Spiritual attitude of students Class VIII of SMPN 20 Padang have a good criteria in the aspect of respecting and soulful the teachings of the religion they hold. Social attitudes of students Class VIII of SMPN 20 Padang have a good criteria on the five aspects of attitudes observed, such as 1) discipline, 2) responsibility, 3) polite, 4) self-confidence, and 5) caring, while one other aspect of attitude have a enough criteria, namely aspects of honest attitude.
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Khatoon, Zohra. "Development of TOSRA (Test of Science Related Attitudes) Instrument for Science Related Attitude Studies in Sindh Province." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (June 30, 2021): 79–94. http://dx.doi.org/10.35993/ijitl.v7i1.1327.
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This study aims to explore the implementation of attitude measurement tool known as Test of Science-Related Attitudes (TOSRA) in Sindh. 1097 higher-secondary level students from Hyderabad division of Sindh participated in the study. The alpha reliability values of different scale of TOSRA were analysed and enhanced to acceptable and good level using statistical techniques. The alpha coefficients for adapted TOSRA scales were observed as; Social Implications of Science (0.707), Adoption of Scientific Attitudes (0.801), Classroom Enjoyment (0.779), Leisure Interest in Science (0.767) and Career Interest in Science (0.701). The overall alpha coefficient for adopted (five-scale) TOSRA questionnaire administered in this study was 0.912. Similarly, the values of discriminant validity of the scales were deduced using correlation techniques for these scales where mean correlation between the scales ranged from 0.49 to 0.57. The adopted version of TOSRA was developed based on the statistical analyses including Cronbach alpha, Pearson’s correlation, and factor analysis, and showed sufficient validity and reliability to be implemented in subsequent research to measure students’ attitude towards science in province of Sindh, Pakistan.
Keywords: Attitude towards Science, TOSRA, Instrument development, Science Education, Higher secondary students
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Lovelace, Matthew, and Peggy Brickman. "Best Practices for Measuring Students’ Attitudes toward Learning Science." CBE—Life Sciences Education 12, no. 4 (December 2013): 606–17. http://dx.doi.org/10.1187/cbe.12-11-0197.
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Science educators often characterize the degree to which tests measure different facets of college students’ learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students’ attitudes influence their learning. Students’ science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional interventions. The measurement of students’ attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses. In this review, we will describe techniques commonly used to quantify students’ attitudes toward science. We will also discuss best practices for the analysis and interpretation of attitude data.
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Zulirfan, Zulirfan, Muhammad Rahmad, Yennita Yennita, Nina Kurnia, and Muhammad Sofyan Hadi. "Science Process Skills and Attitudes toward Science of Lower Secondary Students of Merbau Island: A Preliminary Study on the Development of MaritimeBased Contextual Science Learning Media." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 2 (July 31, 2018): 90. http://dx.doi.org/10.31258/jes.2.2.p.90-99.
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Science learning outcomes such as science process skills and attitudes toward science are still important issues in science education. In this study the researchers tried to get a picture of the students' learning outcomes to get input on the learning process of science in the coastal area. As an initial study of the development of maritime-based contextual science learning media, the purpose of this research is to know the extent of science process skill level, attitude toward science, and academic achievement of students in coastal area. There were 114 students of the 8th grade of four lower secondary schools in Merbau Island participated as respondents in this study. Instruments used in data collection are science process skills tests and attitude toward science questionnaires for lower secondary school students. The results showed that 8th grade lower secondary school students in Merbau Island had high attitude toward science. On the contrary, the science process skills and academic achievement of their science are relatively low.
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Soslu, Ozay. "An Investigation of Primary Students’ Attitudes Toward the Science Course." European Journal of Educational Sciences 9, no. 2 (June 30, 2022): 61–73. http://dx.doi.org/10.19044/ejes.v9no2a61.
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This study aimed to determine attitude levels of primary school students towards science courses and to examine them in terms of different variables (gender, reading books/journals about science courses, watching broadcasts about science courses, grade in science courses, use of laboratory and use of technological applications). The sample of the study was 163 students attending the 4th grade. In this research, in which a scanning model was used, "Attitude Scale towards Science Course" was used as a data collection tool. Independent samples t-test and oneway anova were used to analyze for the data. As a result of the study, it was determined that there was no significant difference between the attitude levels of 4 th grade primary school students towards science courses according to the variables of student gender and the frequency of using technological applications. It was observed that there was a significant difference in the attitude towards science courses according to the variables of the students' science achievement grade and the frequency of using the laboratory, reading books on science and journal article. It was concluded with suggestions to the teachers in order to eliminate negative attitudes of the students and to ensure that they develop a positive attitude towards science courses.
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Zulirfan, Zulirfan, Zanaton H. Iksan, Kamisah Osman, and Sayyidah Nusaibah Mohd Salehudin. "TAKE-HOME-EXPERIMENT: ENHANCING STUDENTS’ SCIENTIFIC ATTITUDE." Journal of Baltic Science Education 17, no. 5 (October 15, 2018): 828–37. http://dx.doi.org/10.33225/jbse/18.17.828.
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One classic problem in science education that is still happening today is the lack of learners’ involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students' scientific attitudes. A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students’ scientific attitude. Keywords: scientific approach, teaching science, scientific attitude, Take-Home-Experiment.
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Wu, Yu-Lun, Joy Rumble, Alexa Lamm, and Jason Ellis. "Communication of Genetic Modification Science: Consumers’ Critical Thinking Style, Perceived Transparency of Information, and Attitude." Journal of International Agricultural and Extension Education 27, no. 2 (April 15, 2020): 49–61. http://dx.doi.org/10.5191/jiaee.2020.27249.
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Consumers’ attitude toward GM science is not only an important factor to determine the industry’s development, it is also a crucial topic across various countries. How people express their judgment of GM science, involves a highly complicated process. Because of this complexity, influence on attitude toward GM science has become a popular research topic and has been examined through various variables. This study sought to examine the effects of critical thinking styles and perceived transparency of GM science on attitude toward GM science. To fulfill the purpose of the research, an online survey was conducted. A total of 1,047 adults across the United States were recruited using non-probability sampling techniques. The results of the study found critical thinking style had a significant impact on the perceived transparency of GM science information and attitude toward GM science. However, consumers with higher perceived transparency of GM science information reported lower attitudes toward GM science than those who had lower perceived transparency. An interaction effect of critical thinking styles and perceived transparency of GM science on attitude toward GM science was found. Further research examining perceived transparency was recommended. In addition, it was recommended that extension agents or agricultural communicators could develop various communication strategies based on various attribution of consumers. Keywords: genetic modification science, critical thinking styles, perceived transparency, attitude
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Maison, Maison, Dwi Agus Kurniawan, and Muhammad Sofyan Zain. "Students' Attitudes in Science Learning: Comparison Between Public and Private Junior High Schools." Journal of Education Research and Evaluation 5, no. 4 (August 4, 2021): 568. http://dx.doi.org/10.23887/jere.v5i4.34368.
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Students' negative attitude is a problem that interferes with the science learning process in public and private schools. Students' negative attitude in learning science is a complex problem to solve. The negative attitude shown is that students are disobedient when given assignments and dislike them. It will have an impact on low student learning outcomes. This study aims to determine students' attitudes towards science subjects by comparing private and public schools. The type of research used is a descriptive mixed method. The instrument of this type of quantitative research is in the form of a questionnaire, while the qualitative instrument is an interview sheet for students and teachers of science subjects. The number of samples was 236 students using the purposive sampling technique, while the qualitative samples were eight students and two science teachers. The quantitative analysis technique used is descriptive statistics, and the qualitative analysis technique summarizes the results of the interviews. The result is that students' attitudes towards science subjects in public and private junior high schools are already promising. Based on student attitudes, public schools are categorized as having slightly better attitudes than private schools. The results of interviews with students and teachers can also be revealed that most students have positive attitudes towards science, students who are not positive with actions such as teachers, are active alone when learning activities take place, disturb friends, etc. are at least harmful. Attitudes must be changed in students. The results show that public junior high school students have slightly more positive attitudes than private students.
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Lose, Thobekani, and Sebenzile Khuzwayo. "Attitudes towards infopreneurship among information science students at a higher education institution." Problems and Perspectives in Management 20, no. 1 (January 12, 2022): 49–57. http://dx.doi.org/10.21511/ppm.20(1).2022.05.
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This study aimed to explore the attitudes of students of a higher education institution towards infopreneurship. The study emanated from observations that the widespread use of information technologies has created a new sector in the labor market – infopreneurship. The study adopted the case study research design based on focus group discussions to establish the students’ attitudes towards infopreneurship. The participants for the focus groups were students of the Information Science department at the University of Technology, Cape Town. Data collection during the focus group discussions was based on unstructured interviews. Quantitative data analysis was applied based on data reduction from codes to categories. An enterprising attitude (26.4% code frequency) dominated the positive responses while negative attitudes were mainly reflected by a critical attitude (20.8% code frequency) towards infopreneurship. While it appeared that positive attitudes were more prevalent than negative attitudes, there were notable observations that the respondents were critical or neutral towards the essence of infopreneurship in the South African context. It was found that the belief that infopreneurship is not a viable form of employment was still prevalent. Some respondents believed that employment means working for someone. They felt that there is greater respect in being employed than engaging in infopreneurship. Some respondents, however, appear to have stronger entrepreneurial orientations and felt that infopreneurship offers the best employment opportunities. The study recommends changes in higher education curricula and the creation of a stimulating environment for infopreneurship.
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Rasyid, Abdur, Mukarramah Mustari, Yunia Nabila Aziziy, and Dede Salim Nahdi. "Guided inquiry with sparkol videosribe in science learning: a study of students' scientific attitudes." International Journal of Educational Innovation and Research 1, no. 1 (January 21, 2022): 34–41. http://dx.doi.org/10.31949/ijeir.v1i1.1899.
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Scientific attitude is an important element in learning Natural Sciences (IPA) which must be instilled early on. However, many studies reveal that students in elementary schools still have a low scientific attitude so it takes some effort to improve it. Efforts that can be done include implementing a learning model and media that are thought to facilitate students in developing their scientific attitude, one of which is the Guided Inquiry model with Sparkol Videoscribe learning media. This research has the aim of improving students' scientific attitudes by applying the Guided Inquiry model assisted by Sparkol Videoscribe in science learning. The method used in this study is a quasi-experimental type of experimental research and the Nonequivalent control group design. The population in this study were all grade 5 students of elementary schools in Cigasong Sub-district, Majalengka with the sample being grade 5 students of SDN Cicenang 1, Majalengka of two classes. The results of the study illustrate that the scientific attitude of students who obtained the Guided Inquiry model assisted by Sparkol Videoscribe was better than students who obtained conventional learning. From these results, it can be concluded that the Guided Inquiry model assisted by Sparkol Videoscribe is effective in improving students' scientific attitudes.
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Apata, Funke Susan. "Students’ Attitude to Social Media in Distance Education: Implications for Quality Instructional Delivery in Physics." Asian Journal of Science Education 3, no. 2 (October 6, 2021): 138–51. http://dx.doi.org/10.24815/ajse.v3i2.22008.
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This study examined students’ attitudes to social media (SM) at the National Open University of Nigeria (NOUN) and its implications for quality instructional delivery in physics. The stratified random sampling technique selects the sample size of 640 students that form the representatives from each faculty viz; Arts, Education, Management Sciences, and Science Technology. The number of social media used for the study is twenty-nine in number. The eclectic integration of instruments developed by researchers made the instruments whose reliability and validity were determined. Two research questions and two hypotheses guided the study. Research questions were analysed using descriptive statistics, while ANOVA and t-test analysis was for the hypotheses. Results showed that the attitude of students towards SM was above average (71.66 %). The mean attitudes of female students (67.81) towards SM were higher than their male (62.31) counterparts. The most known social media is Facebook (90%). Findings on DL students’ attitudes in different fields of the study showed no significant difference (p0.05). Students from the faculties of Education and Science Technology scored the highest mean value in attitude to SM. However, the faculty of Management Sciences recorded the lowest attitude to SM. The recommendation was that e-learning oriented programmes that promote attitudes to social media should be in the curriculum. It concluded that positive attitudes recorded by students to social media in Education and Science could leverage transformation in the instructional delivery of physics. Also, a higher mean value for the female students portends better performance for female students in physics. It recommends social medial driven activities to the school curriculum for enhancing instructional physics delivery in distance education.
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Pamuk, Savas, Rıdvan Elmas, and Yakup Saban. "A Modeling Study on Science Teachers’ Sustainable Development Knowledge, Attitudes and Practices." Sustainability 14, no. 16 (August 22, 2022): 10437. http://dx.doi.org/10.3390/su141610437.
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This study investigates possible predictors of science teachers’ education for sustainable development (ESD) practices by controlling their significant life experiences (SLE), knowledge and attitudes about sustainable development (SD), and schools’ environment. Fifty schools and 376 teachers participated in the study. A survey was conducted investigating teachers’ demographic information and their knowledge and attitude about SD and ESD practices. Their schools were examined as ESD facilitators. Teachers’ SLE was a significant predictor of their knowledge and attitude about SD and their ESD practices. Besides, teachers’ knowledge about SD predicted their attitude towards SD. Their attitude towards SD and SLE predicted their ESD practices. Also, schools’ physical environment was not a significant predictor of any teacher-related variables.
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Küçükaydın, Menşure Alkış. "Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours." Science Education International 32, no. 2 (May 31, 2021): 149–58. http://dx.doi.org/10.33828/sei.v32.i2.8.
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Science Education International ¦ Volume 32 ¦ Issue 2 149 ORIGINAL ARTICLE INTRODUCTION Science classes in elementary schools should seek to enable students to engage in scientific thinking, encourage them to perform work on basic sciences, and positively develop their attitudes toward science classes with a positive educational environment. Studies related to both the healthy construction of classroom environments and attitudes have a long history (Gardner, 1975; Ma and Bateson, 1999; Toma et al., 2019; Zhang and Campbell, 2011). Wang and Berlin (2010) indicated that attitudes toward science are effective factors in attaining goals of science education. In addition, they reported that these factors affect student motivation. According to Zhang and Campbell (2011), scientific attitudes of students also direct their interest in lessons and simultaneously affect their long-term success in courses. Attitude, as an affective domain of learning, is an element affecting learning outputs of students in science courses (Ministry of National Education, 2018). Accordingly, the importance of performing attitude studies emerges with regard to obtaining positive outputs on scientific attitude. Individuals with scientific attitudes have inquisitive and argumentative characteristics; therefore, they do not fall prey to preconceptions or dogmatic belief systems. Individuals with positive scientific attitudes are more willing to identify and solve the problems in their surroundings, as well as being willing to search for solutions. In addition, while scientific attitudes may help an individual to be successful, they also support his or her continual improvement by affecting his or her thinking (Demirbaş and Yağbasan, 2006). In this study, the effect of a different variable on attitude was examined by focusing on the relationship between scientific attitudes and intellectual risk-taking behaviors of elementary school students. Theoretical Background While an individual’s attitude cannot always be observed precisely, it largely directs love, hate, and the ideas of the individual (Morgan, 2005). Munby (1980) examined scientific attitudes in four categories as attitudes toward school science, attitudes toward science careers, attitudes toward science itself, and attitudes toward specific issues in science. This examination, indeed, emphasizes the importance of attitudes in terms of long-term learning and indifference toward science or the development of deep understandings (Hong and Lin, 2011). Gardner (1975), however, divided such attitudes into two, as attitudes toward science and scientific attitudes. Moreover, the scientific attitudes included within the context of this study were expressed as a mixture of the will to know and understand, inquiring attitudes, data collection and sense-making, and evaluation and interpretation of results (Education In this study, the relationship between scientific attitudes and intellectual risk-taking behaviors of fourth-grade students in elementary school in Turkey was examined. A total of 184 students participated in the study, which was conducted based on a survey model. For data collection, the “Scientific Attitude Inventory” and the “Intellectual Risk-Taking and Perceptions About Its Predictors Scale in Science Education” were utilized. Descriptive statistical analyses and t-test, ANOVA, simple linear regression, and multiple regression analyses were utilized for the analysis of the data. As a result of this data analysis, it was observed that these elementary school students have scientific attitudes at the “not sure” level and have intellectual risk-taking behaviors at the “mostly correct” level. Gender was not observed to have an effect on scientific attitude; however, it was effective on intellectual risk-taking behavior. In addition, the analysis results demonstrated that there is a meaningful difference between intellectual risk-taking behaviors of students and the educational levels of their fathers. Moreover, when the relations between other pairs of variables were examined, the variables of intellectual risk-taking, gender, educational level of the mother, and educational level of the father together had low-level but meaningful relations with the scientific attitudes of elementary school students. It was indicated that teachers will contribute to students’ adoption of positive scientific attitudes by introducing the lives and studies of scientists, and it was suggested that the effect of changes in educational patterns in classroom environments be examined through experimental studies on intellectual risk-taking behaviors of students. With the results obtained from this study, more light can be shed on what should be done to support students’ intellectual risk-taking behaviors.
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Yager, Robert E., and John E. Penick. "Public Attitude Toward Science and Science Education." Bulletin of Science, Technology & Society 6, no. 4 (August 1986): 339–41. http://dx.doi.org/10.1177/027046768600600402.
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Yager, Robert E., and John E. Penick. "Public Attitude Toward Science and Science Education." Bulletin of Science, Technology & Society 6, no. 6 (December 1986): 535–40. http://dx.doi.org/10.1177/027046768600600601.
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Public support for and interest in various fields, issues, organizations, and situations change. Public support for and interest in science and science education have been studied over a thirty-year period. Yankelovich's work related to science was enlarged to include science education. The public was very supportive of science and science education following the 1957 lauching of the Soviet Sputnik This high level of support is observed again in 1985, presumably because of the relationship of science and technology to economic security. Public support for science and science education was at a low point for the 30 year period in 1975.
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Al-Rsa'i, Mohammed S., Khetam M. Al-Helalat, and Reem Suleiman Ali Saleh. "Science Processes Skills Acquisition & Relationship thereof with Academic Level & Students' Attitude towards the Laboratory." Journal of Studies in Education 7, no. 3 (August 29, 2017): 194. http://dx.doi.org/10.5296/jse.v7i3.11562.
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This study aimed to identify the acquisition degree of life sciences' students of science processes' skills and the relationship thereof with their academic level and attitude towards the laboratory. A test was designed to measure the science process skills while another was designed to measure lab interest. The generated outcomes showed weak degree average of such an attitude acquisition, though slight improvement with statistical significance, and academic level rise was noticed; (academic year). The study also, showed high and stabled attitude of life sciences section students in Al-Hussein Bin Talal University towards labs during study years. There was no liaison between the possessing degree of science processes and their attitude toward the lab. Therefore we recommended herein the need arise herein to invest the students wish in lab works in order to raise their science process skills and to develop teaching strategies used in teaching within the lab premises.
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Zafar, Mubashir, Abdul Kareem, Ali Fawaz, Reem Fares, and Wadha Saad. "Knowledge, Attitudes, and Barriers Regarding Health Research among Medical Students in Saudi Arabia." Open Access Macedonian Journal of Medical Sciences 9, E (April 22, 2021): 302–6. http://dx.doi.org/10.3889/oamjms.2021.5888.
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BACKGROUND: Research is the basic component of health science curriculum. AIM: The objective of the study is to determine the knowledge, attitude, and barriers regarding health research among health science students. METHODS: It is a cross-sectional study and 294 study participants were selected through stratified random sampling from different health science colleges (medicine, dental, nursing, and applied science). A validated, structured, and pre-tested questionnaire was used. Knowledge and attitudes were determined through scales. Analysis of variance and t-test were applied to determine the mean scores of knowledge and attitude, and multiple regression analysis was used to determine the factors which affect on knowledge and attitude. RESULTS: Knowledge and attitude mean scores were 4.36 ± 2.44 and 2.74 ± 1.17, respectively. Knowledge and attitude were increase significantly with increasing academic year of study in all health science colleges (Regression coefficient 0.043 [p = 0.032] and 0.005 [p = 0.040] for knowledge and attitudes, respectively). Most common barriers for research were lack of proper mentoring from the faculty staff and lack of time due to over burden with educational activities CONCLUSION: Health science students had moderate level of knowledge and attitude toward health research with common barrier which was lack of proper mentoring from the faculty. There is need for address the barrier for research and more integration of curriculum with research which improved the knowledge and attitude level.
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Nambikkai, C. daisy, Dr R. john Louis Manoharan, and Dr N. Murugesan Dr. N. Murugesan. "Attitude Towards Science of Secondary School Students in Puducherry Region." Indian Journal of Applied Research 4, no. 8 (October 1, 2011): 1–3. http://dx.doi.org/10.15373/2249555x/august2014/204.
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Dr.Indu.H, Dr Indu H. "An Investigation into the Students’ Attitude Towards Modified Science Textbook." Indian Journal of Applied Research 3, no. 11 (October 1, 2011): 140–41. http://dx.doi.org/10.15373/2249555x/nov2013/46.
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Böke, Hulusi, and Şakir Tüfekçi. "Examination of sports science faculty students’ attitudes towards online learning by different variables." Physical education of students 25, no. 4 (August 30, 2021): 212–20. http://dx.doi.org/10.15561/20755279.2021.0402.
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Background and Study Aim. In distance education, students’ attitudes towards this method gain importance in the process. The aim of this research is to examine the impact of coronavirus anxiety, academic self-sufficiency and life satisfaction levels of students in the faculty of sports sciences over their attitudes towards online learning.
Material and Methods. A total of 379 sports science faculty students voluntarily participated for the cross-sectional data collection. A simple random sampling method was used in the selection of students from four universities in the Eastern Anatolian region, which make up the universe of the study. Data were collected electronically and analysed by IBM SPSS and AMOS statistical package program.
Results. The structural equity model results revealed that academic self-sufficiency and life satisfaction are positive predictors of online learning attitudes and negative predictors of coronavirus anxiety. Online learning attitude was found to be positively correlated with other variables other than coronavirus anxiety. In addition, it has been determined that the scale total scores are slightly above average, except for coronavirus anxiety.
Conclusions. The results have been discussed in terms of their meaning for the environment of physical education. In this research, which created a model for understanding online learning attitudes in students of the faculty of sports sciences, it was understood that coronavirus anxiety has a statistically significant effect on online learning attitudes while academic self-sufficiency and life satisfaction do not have a statistically significant effect. Students’ positive attitude towards online learning and understanding the predictors of this attitude will be a development to be appreciated by all stakeholders of the subject.
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Kennedy, JohnPaul, Frances Quinn, and Neil Taylor. "The school science attitude survey: a new instrument for measuring attitudes towards school science." International Journal of Research & Method in Education 39, no. 4 (March 10, 2016): 422–45. http://dx.doi.org/10.1080/1743727x.2016.1160046.
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Samitra, Dian, and Muhammad Kristiawan. "Keterampilan Proses Sains dan Sikap Ilmiah Calon Guru Biologi pada Mata Kuliah Zoologi Invertebrata." BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains 4, no. 2 (November 25, 2021): 363–71. http://dx.doi.org/10.31539/bioedusains.v4i2.3005.
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This study aims to determine the profile of science process skills and scientific attitudes of prospective biology teachers in the Invertebrate Zoology course. The method used is descriptive to examine all students of the Biology Education Study Program in the second semester of the 2020/2021 academic year as research subjects. Process skills data were obtained from process skills observation sheets and scientific attitude data were obtained from questionnaires. The results showed that the science process skills of prospective biology teachers were 79.1% and scientific attitudes were 82.4%. In conclusion, the science process skills of Biology teacher candidates are classified as skilled with a good scientific attitude.
Keywords: Biology Teacher Candidates, Science Process Skills, Scientific Attitude
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Flohic, Helene M. L. G. "Comparing The Impact Of An Astronomy Course And A Science And Society Seminar On Undergraduate Students' Attitudes Toward Science." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 2 (February 15, 2018): 75–94. http://dx.doi.org/10.19030/jaese.v4i2.10126.
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A common challenge among university professors is how to best design undergraduate courses to successfully enhance students' attitudes. To compare which curriculum was more efficient at fostering a positive attitude towards science in general, I studied the impact of two different general education science courses on the attitudes of college students. The first course was an arithmetic-based Introductory Astronomy course for non-science majoring undergraduates that used interactive and inquiry-based teaching techniques. The comparison course was a Science, Technology, & Society (STS) seminar with context-based science contents, discussions, and intensive reading and writing. The post-semester results showed that neither curriculum on its own significantly changed the overall attitude of students towards science as far the assessment could measure, but that each curriculum did successfully enhance specific aspects of the students’ attitude in differing categories. The STS students had scores showing a gain in believing that scientists are honest. The astronomy students had scores showing a gain in understanding that scientific theories can change in the light of new evidence. However, the most significant change was a loss in the astronomy students’ confidence that the general public can and should understand science. Thus, the results suggest that professors who strongly desire to enhance the broad nature of students' attitudes need to use more purposeful instructional experiences rather than rely only on students' deepening understanding of the specific scientific content.
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Sumarni, Woro, Endang Susilaningsih, and Yeri Sutopo. "Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 39. http://dx.doi.org/10.11591/ijere.v7i1.11138.
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Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study initially has been compiled as many as 43 items. The items in the present scale were adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes towards Chemistry Lessons Scale (ATCLS). After the contents validation of the questionnaire by the expert, the questionnaire is tested on 245 college students. Determination of construct validity which is conducted with exploratory factor analysis obtained 32 items valid question. The result of factor analysis shows that the scale has nine factors that explain 62.105% of the total variance. In addition, it shows the finding of 'reliability coefficient (Cronbach' alpha) of 0.91. The results obtained showed that it has obtained valid and reliable questionnaires as a measuring tool that can be used to determine student attitudes toward chemistry in chemistry foodstuffs lectures.
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Muniandy, Thiwagar, Sabariah Sharif, and Muralindran Mariappan. "The Effect of Robotics Program on Students Attitude Towards Science." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 4 (April 10, 2022): e001422. http://dx.doi.org/10.47405/mjssh.v7i4.1422.
Full textAbstract:
The purpose of this research is to study the effect of robotics program on students attitude towards science. A total of 374 year 6 students (12years old) involving 10 primary schools from Malacca and Selangor have participated in this study. The researcher used Test of Science Related Attitudes (TOSRA) questionnaire developed by Fraser (1981) to measure students attitude towards science. In this study the researcher used a non-survey quantitative approach method with a quasi- experimental design involving treatment and control group. The changes in students attitude towards science was measured in three different times involving pre-test, post-test 1 and post-test 2. The researcher has performed two inferential statistical test, Repeated Measures Analysis of Variance (ANOVA) and One-way Analysis of Covariance (ANCOVA) at significant level of