The Influence of Attitude on Science Teaching and Learning

Koballa, Thomas R.; Crawley, Frank E.

doi:10.1111/j.1949-8594.1985.tb09615.x

Cited by 175 publications

(115 citation statements)

References 4 publications

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“…Koballa and Crawley (1985) suggested that attitude toward science might be viewed "as a learned, positive, or negative feeling about science that serves as a convenient summary of a wide variety of beliefs about science" and stated that "it is important because it permits the prediction of science related behavior." Statements such as "I like science," or "I hate science," are considered to be expressions of attitudes toward science because they denote a general positive or negative feeling toward the formal study of science or science as an area of research (Koballa & Crawley, 1985).…”

Section: Introductionmentioning

confidence: 99%

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

2004

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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

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Section: Introductionmentioning

confidence: 99%

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

2004

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“…Attitudes toward science are related to positive or negative feelings about scientific objects and enable to predict scientific attitudes (Koballa & Crawley, 1985). The development of a positive attitude toward science is an important goal of science education, and determination and effect of attitudes became an essential part of educational research (Ayyıldız & Tarhan, 2012 (Tosun & Şenocak, 2013).…”

Section: Discussionmentioning

confidence: 99%

Probleme Dayalı Öğrenme Yönteminin Fen Bilgisi Öğretmen Adaylarının Kimya Dersine Yönelik Tutumlarına Etkisi

Aka¹,

Sarikaya²

2015

GEFAD

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“…Attitudes toward science may affect both classroom performance (Koballa and Crawley 1985;Rennie and Punch 1991;Tuan et al 2005) and the courses in which students choose to enroll (Farenga and Joyce 1998). This presents a significant challenge for recruiting students into fields such as biochemistry and genetics, where the difficult subject matter means that students are traditionally not exposed to even the basic concepts of these fields until late in their academic careers.…”

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confidence: 99%

An Integrated Biochemistry and Genetics Outreach Program Designed for Elementary School Students

Ross

Lee²,

Radebaugh

et al. 2012

Genetics

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Exposure to genetic and biochemical experiments typically occurs late in one's academic career. By the time students have the opportunity to select specialized courses in these areas, many have already developed negative attitudes toward the sciences. Given little or no direct experience with the fields of genetics and biochemistry, it is likely that many young people rule these out as potential areas of study or career path. To address this problem, we developed a 7-week (1 hr/week) hands-on course to introduce fifth grade students to basic concepts in genetics and biochemistry. These young students performed a series of investigations (ranging from examining phenotypic variation, in vitro enzymatic assays, and yeast genetic experiments) to explore scientific reasoning through direct experimentation. Despite the challenging material, the vast majority of students successfully completed each experiment, and most students reported that the experience increased their interest in science. Additionally, the experiments within the 7-week program are easily performed by instructors with basic skills in biological sciences. As such, this program can be implemented by others motivated to achieve a broader impact by increasing the accessibility of their university and communicating to a young audience a positive impression of the sciences and the potential for science as a career.

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The Influence of Attitude on Science Teaching and Learning

Cited by 175 publications

References 4 publications

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

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

Probleme Dayalı Öğrenme Yönteminin Fen Bilgisi Öğretmen Adaylarının Kimya Dersine Yönelik Tutumlarına Etkisi

An Integrated Biochemistry and Genetics Outreach Program Designed for Elementary School Students

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