Attitude toward science and achievement motivation profiles of male and female science students in grades six through ten

Simpson, Ronald D.; Oliver, J. Steve

doi:10.1002/sce.3730690407

Cited by 145 publications

(105 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The majority of studies demonstrate that boys record a more positive attitude toward science than girls (Francis & Greer, 1999;Jones, Howe, & Rua, 2000;O'Brien & Porter, 1994;Schibeci & Riley, 1986;Simpson & Oliver, 1985). On the other hand, Greenfield (1996) found no gender differences in science-related attitudes between boys and girls.…”

Section: Introductionmentioning

confidence: 99%

Attitudes toward chemistry among 11th grade students in high schools in Greece

2004

View full text Add to dashboard Cite

ABSTRACT:The development of valid and reliable instruments for attitudes' measurement has been proven crucial for the quality of research. This study is dealing with the development and validation of an attitude toward chemistry instrument. By using this instrument, 11th grade Greek students' attitudes regarding the difficulty, the interest, the usefulness of chemistry course, and the importance of chemistry were investigated. Gender and study specialization differences in students' attitudes toward chemistry were examined for this population. Report card grades for the chemistry course were used to measure students' achievement in chemistry and its correlation with students' attitudes toward chemistry was explored.C

show abstract

Section: Introductionmentioning

confidence: 99%

Attitudes toward chemistry among 11th grade students in high schools in Greece

2004

View full text Add to dashboard Cite

show abstract

“…Survey results showed that positive student attitudes towards reading declined from fall to spring during the intervention year. Although related changes in student attitude have been reported previously (Hill and others 1995, Shrigley 1990, Simpson and Oliver 1985, Simpson and Oliver 1990, Talton and Simpson 1985, student fatigue at the end of the school year may have also contributed to attitudinal changes. With respect to impact on the parent-level, the assessment results suggest that the Family Night activities were very effective in promoting parental engagement in their children's science curriculum, at least through their short-term participation in the after school science activities.…”

Section: Discussionmentioning

confidence: 60%

Interdisciplinary Professional Development for Teaching Science and Reading

White

Shockley²,

Hutzel

et al. 2014

OJS

View full text Add to dashboard Cite

ABSTRACT. Because instructional demands in literacy in the lower grades often limit instructional opportunities in other areas, including science, interdisciplinary approaches to training science educators are of current interest. This article describes the structure and impact of professional development activities for elementary and middle school teachers within a rural Ohio public school district (Gallia County Local) that aimed to address needs in both science and literacy. All teachers (n = 39) of grades three through eight who taught science and/or reading, including special education teachers, received targeted training on Earth & Space Science content and pedagogy and on strategies for teaching non-fiction reading within the science curriculum. Additional professional development was provided through one-on-one academic coaching sessions with teachers in their respective classrooms. Pre-and post-training teacher surveys were compared using a Wilcoxon signedranks test to determine statistical significance (α = 0.05) of any observed differences. The results indicate significant changes in instructional practices of participating teachers in several key areas, including increased usage of nonfiction reading (p = 0.04) and differentiated instructional practices within the science curriculum (p = 0.05). Comparison of student achievement scores on selected components of state-level assessments in reading and science also suggest a positive impact of the professional development in some areas. An increase in student proficiency in informational text and Earth & Space Science was observed after teachers received the training compared to the year prior to the training.

show abstract

“…In a national survey conducted by the National Science Board, only 52% of 17-year old high school students considered that 'most of what [they] learn in science classes is useful in everyday life ' (NSB 1993). In independent studies with junior high school students, Simpson and Oliver (1985) and Baker and Piburn (1991) found that student attitudes toward science declined significantly following science instruction. Ebenezer and Zoller (1993) reported that, although 73% of students 'feel the study of science in school is important', only 38% 'would like to study more science'.…”

Section: Cognitive Dimensionsmentioning

confidence: 99%