Differential effects of science attitudes and science achievement in Australia, Cyprus, and the USA

Papanastasiou, Elena C.; Zembylas, Michalinos

doi:10.1080/0950069022000038277

Cited by 70 publications

(68 citation statements)

References 16 publications

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“…For example, at the student level, attitudes towards science are the strongest predictors of science achievement between individuals in South Africa according to the results of multilevel analyses. This result is in agreement with previous findings reported in the literature (Shen & Pedulla, 2000;Papanastasiou & Zembylas, 2004;Chang & Cheng, 2008;Howie, Scherman & Venter, 2008;Shen & Tam, 2008).…”

Section: Discussionsupporting

confidence: 83%

Development of a model of effectiveness in science education to explore differential science performance: A case of South Africa

Cho¹,

Scherman²,

Gaigher³

2012

African Journal of Research in Mathematics, Science and Technol

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This paper reports on secondary analysis of TIMSS 2003 data, based on a sound conceptual model, aiming to explain differential science achievement in South Africa from the perspective of educational effectiveness research. The conceptual framework was developed by refining existing school effectiveness models and including factors related to science achievement. The refined model integrated psychological and sociological aspects and reflected the multilevelstructure of schools. The model added resources and climate to the quality factors at class/ school level. It was applied to the South African results of TIMSS 2003. Data from the student (n=8,952), teacher (n=255) and school questionnaires (n=255) were analysed in conjunction with achievement data by means of factor, reliability, correlation and multilevel analysis. The multilevel analysis revealed that at student level the strongest predictor of science achievement is attitude towards science. At classroom/school level, the strongest predictors are resource-and climate-related factors such as the safety in school, physical resources and class size. Factors at class/school level influenced performance more than student level factors with 59% of the total variance in science achievement occurring at class/school level. Such results indicate that the model developed is well suited to science education in developing countries.

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Section: Discussionsupporting

confidence: 83%

Development of a model of effectiveness in science education to explore differential science performance: A case of South Africa

Cho¹,

Scherman²,

Gaigher³

2012

African Journal of Research in Mathematics, Science and Technol

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“…At least five articles from our corpus were interested in such data [3;18;30;60;149] (analyses of international tests for purposes other than international comparisons [156] are not included here). A noteworthy invariant that emerged from these analyses is that students who come from developed countries express less interest in S&T than the ones from developing countries.…”

Section: International Differencesmentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

540

360

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The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

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“…Birçok öğrenci işine yaramadığını düşündüğü bilgileri edinme konusunda isteksiz davranmaktadır (Yager & Yager, 1985, Barmby ve ark., 2008Papanastasiou, 2004 Bazı öğrenciler sınıf ortamındaki bazı olumsuzluklardan çok rahatsız olduklarını ve bunun derse olan ilgilerini azalttığını beyan etmiştir. Öğretmenlerden veya diğer öğrencilerden kaynaklanan bu olumsuz sınıf atmosferinin de öğrencilerin fen tutumlarını azalttığı düşünülmektedir.…”

Section: Diğer Faktörlerunclassified

Investigation of Primary School Students’ Science

Sinan¹,

Şardağ²,

Salifoğlu³

et al. 2013

NEFMED

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-This study aims to determine the science attitudes and the self-efficacy levels of 5th, 6th, 7th and 8th grade elementary school students and to investigate in terms of gender, grade and socio-economic status. Survey model is used in the research and this research is conducted with 296 elementary students in three different schools in the center of Balikesir province. Science Attitude Scale, Generalized Self Efficacy Scale and interviews obtained from 36 students were used for data collection. According to analysis, the results of the research indicate that gender has no effect on science attitude and self-efficacy, according to students' attitude toward science there are significant differences among 5th-7th, 5th-8th, 6th-7th, 6th-8th grades and according to self-efficacy there are significant differences among 5th-6th, 5th-7th, 5th-8th grades in favor of upper grades.

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Differential effects of science attitudes and science achievement in Australia, Cyprus, and the USA

Cited by 70 publications

References 16 publications

Development of a model of effectiveness in science education to explore differential science performance: A case of South Africa

Development of a model of effectiveness in science education to explore differential science performance: A case of South Africa

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Investigation of Primary School Students’ Science

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