Explicit and Implicit Measures of Teacher Attitudes Towards Science and Technology

Denessen, Eddie; Vos, Nienke; Damen, Tom G. E.; Koch, Severine; Louws, Monika; Wigboldus, D.H.J.

doi:10.1007/978-94-6091-713-4_9

Cited by 4 publications

(5 citation statements)

References 25 publications

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“…Thus, male and female students might have had different experiences with science due to a different exposure to science and scientific methods. Bearing in mind these limitations, this finding is in line with many prior studies that found more positive explicit attitudes toward and beliefs about science in men [see 59 , 106 ] and with the only study on implicit associations with science that we are aware of [ 51 ], but is called into question by findings on implicit gender stereotypes regarding science [e.g., 52 ].…”

Section: Discussionsupporting

confidence: 90%

“…With regard to attitudes toward and beliefs about science, there has not been much research on indirect measures. Denessen et al [ 51 ] measured explicit attitudes and beliefs about teaching science rather broadly, including motivation scales, and related these evaluations to an IAT that combined pictograms with a positive or negative valence with pictograms on science and technology. They found no significant relationships between explicit evaluations and implicit associations in a sample of nearly 140 Dutch primary school teachers.…”

Section: Introductionmentioning

confidence: 99%

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Science-utility and science-trust associations and how they relate to knowledge about how science works

Schoor

Schütz

2021

PLoS ONE

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Knowledge about how science works, trust in scientists, and the perceived utility of science currently appear to be eroding in these times in which “alternative facts” or personal experiences and opinions are used as arguments. Yet, in many situations, it would be beneficial for the individual and all of society if scientific findings were considered in decision-making. For this to happen, people have to trust in scientists and perceive science as useful. Still, in university contexts, it might not be desirable to report negative beliefs about science. In addition, science-utility and science-trust associations may differ from explicit beliefs because associations were learned through the co-occurrence of stimuli rather than being based on propositional reasoning. We developed two IATs to measure science-utility and science-trust associations in university students and tested the psychometric properties and predictive potential of these measures. In a study of 261 university students, the IATs were found to have good psychometric properties and small correlations with their corresponding self-report scales. Science-utility and science-trust associations predicted knowledge about how science works over and above self-reported beliefs. The results suggest that indirect measures are useful for assessing beliefs about science and can be used to predict outcome measures.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Science-utility and science-trust associations and how they relate to knowledge about how science works

Schoor

Schütz

2021

PLoS ONE

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“…While some studies in the field of science and technology found that males report more positive attitudes than females (e.g. Denessen et al, 2011;Jones & Levin, 1994), other researchers found no differences in teacher attitudes by gender at all (Metin, Acisli, & Kolomuc, 2012).…”

Section: Background Characteristicsmentioning

confidence: 89%

Teachers’ Attitudes Toward Teaching Integrated STEM: the Impact of Personal Background Characteristics and School Context

Thibaut¹,

Knipprath²,

Dehaene

et al. 2018

Int J of Sci and Math Educ

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A promising approach to increase students' motivation for science, technology, engineering, and mathematics (STEM) is integrated STEM education (iSTEM). This is an instructional approach that emphasizes the deeper connections between the STEM disciplines by involving students in design challenges centered around realworld problems. However, the successful implementation of a new instructional approach, such as iSTEM, strongly depends on teachers' attitudes toward the innovation. Therefore, a deeper understanding of teachers' attitudes toward teaching iSTEM is necessary. This study uses a survey method to investigate the influence of teachers' background characteristics and school context variables on teachers' attitudes toward teaching iSTEM. To do so, a differential approach is used. Attitudes toward five key principles for iSTEM (integration, problem-centered, inquiry-based, design-based, and cooperative learning) are examined separately to get a more in-depth and nuanced insight into the factors influencing these attitudes. Results of the multiple regression analyses show that participation in professional development is positively linked to teachers' attitudes toward all key principles, whereas several other teacher and school context variables are positively correlated with attitudes toward one or two principles. Moreover, experience in mathematics and total years of teaching show a negative correlation with several aspects of teachers' attitudes toward teaching iSTEM. Findings

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“…Attitude toward science was measured using a scale developed by Denessen and colleagues (2011). The test comprised 20 items equally divided over four subscales: Importance of Science to Society, Difficulty of Learning Science, Enjoyment of Learning Science, and Aspirations to Pursue a Future Career in Science.…”

Section: Methodsmentioning

confidence: 99%

Cognitive, Socioemotional, and Attitudinal Effects of a Triarchic Enrichment Program for Gifted Children

Gubbels

Segers

2014

Journal for the Education of the Gifted

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In most industrialized societies, the regular educational system does not meet the educational needs of gifted pupils, causing a lag in their school achievement. One way in which more challenge can be provided to gifted children is with an enrichment program. In the present study, cognitive, socioemotional, and attitudinal effects of a triarchic enrichment program were examined in a pretest–posttest control group design. Participants were 66 upper elementary school students. With positive effects on practical intelligence, motivation, self-concept, and enjoyment of science being found, the results of this study indicated that the pull-out program is a valuable experience in the cognitive and socioemotional development of gifted children.

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Explicit and Implicit Measures of Teacher Attitudes Towards Science and Technology

Cited by 4 publications

References 25 publications

Science-utility and science-trust associations and how they relate to knowledge about how science works

Science-utility and science-trust associations and how they relate to knowledge about how science works

Teachers’ Attitudes Toward Teaching Integrated STEM: the Impact of Personal Background Characteristics and School Context

Cognitive, Socioemotional, and Attitudinal Effects of a Triarchic Enrichment Program for Gifted Children

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