1971
DOI: 10.1111/j.2044-8279.1971.tb00683.x
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The ‘Social Implications’ Factor in Attitudes to Science

Abstract: Summary. Subject and social implications factors have been identified in a science attitude test applied to the more able half of the 13–14 year age group in a sample of English secondary schools. The relationship between attitudes about the social implications of science and choice for or against a science option appears to be stronger in the case of girls than in the case of boys.

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Cited by 31 publications
(11 citation statements)
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“…Some measure of attitudes towards school science can be obtained by asking pupils to rank their liking of school subjects, which has been the approach taken by Whitfield (1980) and Ormerod (1971). Their relative popularity then gives some indication of students' attitudes towards the subject.…”
Section: Subject Preference Studiesmentioning
confidence: 99%
“…Some measure of attitudes towards school science can be obtained by asking pupils to rank their liking of school subjects, which has been the approach taken by Whitfield (1980) and Ormerod (1971). Their relative popularity then gives some indication of students' attitudes towards the subject.…”
Section: Subject Preference Studiesmentioning
confidence: 99%
“…The three main groups of items found by factor analysis were, with the exception of one item, substantiated by these methods and, in addition, it was possible to produce a fourth grouping of three items corresponding to the initial dimension of ' social benefit,' which is similar to a factor identified by Ormerod (1971).…”
Section: Development Of Gridmentioning
confidence: 97%
“…Biology is regarded positively as the topics it negotiates and the way it is taught arouses students' interest. Chemistry arouses moderate interest and Physics is a hateful course (Ormerod, 1971;Whitfield, 1980). Students connect mathematics with Physics which focuses on students' doing exercises and learning formulas.…”
Section: Resultsmentioning
confidence: 99%