Attitudes toward science of nonscience major undergraduates: Comparison with the general public and effect of a science course

Sadava, David

doi:10.1002/tea.3660130113

Cited by 8 publications

(6 citation statements)

References 10 publications

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“…Gogolin and Swartz (2002) also reported that science students revealed more positive attitudes towards science and were less anxious when confronted with science-related material than nonscience students, thus confirming earlier studies such as Shallis and Hills (1975). However, it is possible that the more critical views of the science students towards anatomy than the nonscience students in this study might be a reflection of a cumulative negative effect of studying science courses on the attitudes of science students to science subjects as reported by Sadava (1976). It is not possible from this study to determine whether the more critical attitude to anatomy practical classes by science students is typical of their attitude to all science content or anatomy alone.…”

Section: Overall Opinions About the Practicalscontrasting

confidence: 55%

Student perception of a new integrated anatomy practical program: Does students' prior learning make a difference?

et al. 2011

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While there is evidence that science and non-science background students display small differences in performance in basic and clinical sciences, early in a 4-year, graduate entry medical program, this lessens with time. With respect to anatomy knowledge, there are no comparable data as to the impact previous anatomy experience has on the student perception of the anatomy practical learning environment. A study survey was designed to evaluate student perception of the anatomy practical program and its impact on student learning, for the initial cohort of a new medical school. The survey comprised 19 statements requiring a response using a 5-point Likert scale, in addition to a free text opportunity to provide opinion of the perceived educational value of the anatomy practical program. The response rate for a total cohort of 82 students was 89%. The anatomy practical program was highly valued by the students in aiding their learning of anatomy, as indicated by the high mean scores for all statements (range: 4.04-4.7). There was a significant difference between the students who had and had not studied a science course prior to entering medicine, with respect to statements that addressed aspects of the course related to its structure, organization, variety of resources, linkage to problem-based learning cases, and fairness of assessment. Nonscience students were more positive compared to those who had studied science before (P levels ranging from 0.004 to 0.035). Students less experienced in anatomy were more challenged in prioritizing core curricular knowledge. Clin. Anat. 24:664-670, 2011. © 2011 Wiley-Liss, Inc.

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Section: Overall Opinions About the Practicalscontrasting

confidence: 55%

Student perception of a new integrated anatomy practical program: Does students' prior learning make a difference?

et al. 2011

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“…The results of this study and others (Baldwin & Bodeker, 1975;Fellers, 1972;Gabel, 1981;Gardner, 1972;Leavers, 1975;Sadava, 1976) suggest that attitudes toward science change with exposure to science, but that the direction of change may be related to the quality of that exposure. It is important then to develop instructional strategies that improve affective outcomes as well as achievement outcomes.…”

Section: Implications For Teaching Science To Postsecondary Nonsciencsupporting

confidence: 55%

“…Gabel (1981) indicated that the number of science courses taken may have a cumulative effect in positively influencing attitude. Negative change was reported by Gardner (1972) and Sadava (1976).…”

Section: Related Attitudes-toward-science Studiesmentioning

confidence: 93%

A quantitative and qualitative inquiry into the attitudes toward science of nonscience college students

1992

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The attitudes toward science of nonscience college students were investigated using quantitative and qualitative forms of inquiry. Quantitative methods were used to determine (a) how attitudes toward science of nonscience college students compare with attitudes of science majors, and (b) whether attitudes toward science change with instruction. Qualitative assessment was used to investigate attitude development as it relates to science. The subjects were 102 nonscience students and 8 I science students. Six attitudinal variables were investigated using the Attitudes Toward Science Inventory (ATSI) as the quantitative instrument. Hotelling's TZ showed a significant difference ( p = 0.OOOl) in attitudes between the two groups. T tests revealed significant differences between the two groups for all six variables. A significant difference ( p = 0.0001) was found between pretest and posttest results for the nonscience students. 7 ' tests showed significant differences between the two sets of scores for all six variables, indicating a favorable change in attitudes. An interview questionnaire was used to investigate factors contributing to attitude development. The interview results suggested that attitudes toward science are formed by interactions of both school and nonschool variables.

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“…Previous studies have shown that there is a measurable difference in attitude between non-science and science majors Sadava, 1976) and between male and female students (McEneaney and Radeloff, 2000).…”

Section: Resultsmentioning

confidence: 99%

Student attitude toward science and the issue of content relevance in introductory earth science courses

Jach¹

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Attitudes toward science of nonscience major undergraduates: Comparison with the general public and effect of a science course

Cited by 8 publications

References 10 publications

Student perception of a new integrated anatomy practical program: Does students' prior learning make a difference?

Student perception of a new integrated anatomy practical program: Does students' prior learning make a difference?

A quantitative and qualitative inquiry into the attitudes toward science of nonscience college students

Student attitude toward science and the issue of content relevance in introductory earth science courses

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