scholarly journals STUDENTS’ ATTITUDES TOWARDS SCIENCE: WHERE DO WE GO FROM HERE

2021 ◽  
Author(s):  
Elena Elliniadou ◽  
◽  
Chryssa Sofianopoulou
Keyword(s):  
Scientific Literacy ◽  
Scientific Community ◽  
Learning Experience ◽  
Modern Science ◽  
School Curriculum ◽  
Major Influence ◽  
Childhood Experiences ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
20Th Century Physics

Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.

scholarly journals STUDENTS’ ATTITUDES TOWARDS SCIENCE: THE CONTRIBUTION OF A CITIZEN SCIENCE PROJECT FOR MONITORING COASTAL WATER QUALITY AND (MICRO)PLASTICS

2021 ◽  
Vol 20 (6) ◽  
pp. 881-893
Author(s):  
José Luís Araújo ◽  
Carla Morais ◽  
João Carlos Paiva
Keyword(s):  
Water Quality ◽  
Science Education ◽  
Citizen Science ◽  
Scientific Literacy ◽  
Science Project ◽  
Positive Attitudes ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
Attitudinal Changes ◽  
Citizen Science Project

The promotion of positive attitudes towards science is an important goal of science education. This research aimed to identify students' attitudes towards science and whether their participation within a citizen science project has contributed to positive attitudinal changes. So, an attitudinal scale was developed, validated, and applied (as a pre and post-test) to 574 students aged between 12 and 14 years old. Positive attitudes towards science were recorded from the outset among children of both groups. Students' participation within the experimental group enhanced relevant positive attitudinal changes at the level of the critical analysis dimension, related to the perception of skills development such as questioning or critical thinking. Furthermore, positive attitudinal changes were achieved within the affinity dimension, related to perceived self-efficacy and appreciation of science and science classes. Positive attitudinal changes towards science among students indicate that citizen science contributes to enhance affective and attitudinal domains of their scientific literacy. Keywords: attitudes towards science scale, attitudinal changes, citizen science, science education, water quality monitoring

scholarly journals Scientific literacy, public engagement and responsibility in science

2021 ◽  
pp. 209660832110096
Author(s):  
Daya Reddy
Keyword(s):  
Public Good ◽  
Genome Editing ◽  
Public Engagement ◽  
Scientific Literacy ◽  
Scientific Community ◽  
Global Public Good ◽  
Public Communication ◽  
Digital Revolution ◽  
The Past ◽  
Responsibility Of Scientists

This work addresses the issue of scientific literacy and its connection to the responsibility of scientists in relation to public engagement. The points of departure are, first, the notion of science as a global public good, and, second, developments in the past few decades driven largely by the digital revolution. The latter lend a particular urgency to initiatives aimed at promoting scientific literacy. Arguments are presented for reassessing approaches to public communication. The particular example of genome editing is provided as a vehicle for highlighting the challenges in engagement involving the scientific community, policymakers and broader society.

The Home Visit Experience: A Medical Student’s Perspective

2007 ◽  
Vol 8 (4) ◽  
pp. 206-210 ◽  
Author(s):  
Maria Hervada-Page ◽  
Kristopher S. Fayock ◽  
Randa Sifri ◽  
Fred W. Markham
Keyword(s):  
Family Caregiving ◽  
Paradigm Shift ◽  
Learning Experience ◽  
Home Visits ◽  
School Curriculum ◽  
Controversial Issues ◽  
Treatment Access ◽  
Medicine Quality ◽  
Comparison Technique

Incorporating home care education into the medical school curriculum is essential for providing a learning experience not duplicated elsewhere. Students rotating through family medicine write a reflection paper on their experiences. The papers about home visits from July 2000 to June 2004 were analyzed by a constant comparison technique developing seven themes: student paradigm shift in their understanding of causes vs. effects of disease, misconceptions about treatment, access to care, a return to the roots of medicine, quality of family caregiving, broader implications of providing care, and controversial issues. The students’ papers demonstrate the unique environment of home visits.

Investigation of Attitudes Toward Chemistry and Learning Experiences of Pre-Service Chemistry Teachers

2021 ◽  
pp. 191-211
Author(s):  
Dwi Wahi/udiati ◽  
Hari Sutrisno ◽  
Isana Supiah YL
Keyword(s):  
Random Sampling ◽  
Learning Experience ◽  
Learning Experiences ◽  
Structured Interview ◽  
Mixed Method Research ◽  
Chemistry Teachers ◽  
Inquiry Based Learning ◽  
Interview Guide ◽  
Students Attitudes ◽  
Attitudes Toward Chemistry

The objective of this research was to investigate the level of students' attitudes toward Chemistry and Learning Experience (ATCLE). The research sample included 191 students (61 male and 130 female) from three universities; Universitas Negeri Mataram, Universitas Islam Negeri Mataram, and IK1P Mataram, Indonesia. The sample has been selected through cluster random sampling and snowballs random sampling. Mixed method research with a descriptive correlational survey model and a semi-structured interview was employed for the study. The data were collected by Chemistry Attitudes and Experiences Questionnaire (CAEQ) and an interview guide. Results showed no significant correlation in the level of attitude toward chemistry based on gender and grades. The finding also revealed that the attitude of pre-service chemistry teachers based on gender and grade were more positive towards research in chemistry than jobs related to chemistry. However, grades influenced the students learning experience, but there was no influence of gender on students learning experience. It is suggested that teachers need to develop a positive attitude toward chemistry and learning experiences of the students through inquiry-based learning practices.

scholarly journals EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS

2016 ◽  
Vol 15 (3) ◽  
pp. 340-349
Author(s):  
Zeinab Jahangard ◽  
Asghar Soltani ◽  
Merhangiz Alinejad
Keyword(s):  
Structural Equation Modeling ◽  
Secondary Students ◽  
Structural Equation ◽  
Equation Modeling ◽  
Science Anxiety ◽  
Family Model ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Class Teacher

Attitudes towards science is an important construct of science learning which has been affected by many factors. The main purpose of this research was to investigate whether the metacognition strategies predict students’ attitudes towards science. Accordingly, a total of 347 senior secondary students were asked to complete a questionnaire about their metacognition strategies and attitudes towards science. Structural equation modeling (SEM) was used to evaluate the validity of a structural/latent variable model. Findings revealed several direct and indirect effects among the factors under investigation. Of special importance, metacognition strategies positively predicted attractiveness of science (science is fun), class/teacher activities and family model as variables of students’ attitudes towards science. Attractiveness of science was also found to have effects on the science anxiety and family model was found to have effects on class/teacher activities. One important finding was that metacognition strategies could decrease students’ science anxiety. According to this information, it is recommended that science educators encourage students to employ metacognition strategies in science that may lead to more positive students’ attitudes towards science. Key words: metacognition strategies, attitudes towards science, senior secondary students, structural equation modeling.

scholarly journals Community languages and Lote provision in Victorian Primary Schools

2007 ◽  
Vol 30 (1) ◽  
pp. 7.1-7.22
Author(s):  
Yvette Slaughter ◽  
John Hajek
Keyword(s):  
Primary Schools ◽  
Learning Experience ◽  
Geographical Location ◽  
Linguistically Diverse ◽  
School Curriculum ◽  
Primary Level ◽  
Community Needs ◽  
Program Type ◽  
Diverse Communities ◽  
Time Allotment

Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.

scholarly journals COMPARISON OF SCHOOL BASED-COOPERATIVE PROBLEM BASED LEARNING (SB-CPBL) AND CONVENTIONAL TEACHING ON STUDENTS’ ATTITUDES TOWARDS SCIENCE

2021 ◽  
Vol 20 (2) ◽  
pp. 261-276
Author(s):  
Wael Musalamani ◽  
Ruhizan Mohammad Yasin ◽  
Kamisah Osman
Keyword(s):  
Problem Based Learning ◽  
Control Group ◽  
Validity And Reliability ◽  
Conventional Teaching ◽  
Attitudes Towards Science ◽  
8Th Grade ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Students Attitudes ◽  
8Th Graders

This study examined the effect of the SB-CPBL on Jordanian 8th-grade students’ attitude towards science. A quantitative quasi-experimental design with a non-equivalent control group was employed in this study. 120 8th-graders, divided into two groups, were involved in this study. Two groups (60 students, 30 males, and 30 females) were designated as the experimental group; they used the SB-CPBL module for six weeks, while two groups (60 students, 30 males, and 30 females) were designated as the control group and taught conventionally. The validity and reliability of the measurements used, comprising four sub-scales with 40-items, were already robust. The statistical comparison between the groups showed a significant improvement in the SB-CPBL students’ attitudes towards learning science compared with their conventionally-taught counterparts. The findings also confirmed the insignificant effects of gender vis-à-vis attitudes towards science. The results concluded the effectiveness of SB-CPBL approach in improving students’ attitudes towards science in school settings. Keywords: cooperative learning, cooperative problem-based learning, problem-based learning, students’ attitudes towards science

Why Engaging in the Practices of Science Is Not Enough to Achieve Scientific Literacy

2016 ◽  
Vol 78 (5) ◽  
pp. 370-375 ◽  
Author(s):  
Wendy R. Johnson
Keyword(s):  
Science Education ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Modern Science ◽  
Next Generation Science Standards ◽  
Habits Of Mind ◽  
Science Standards ◽  
Effective Science ◽  
Culture Of Science ◽  
K 12

The National Research Council's Framework for K–12 Science Education and the resulting Next Generation Science Standards call for engaging students in the practices of science to develop scientific literacy. While these documents make the connections between scientific knowledge and practices explicit, very little attention is given to the shared values and commitments of the scientific community that underlie these practices and give them meaning. I argue that effective science education should engage students in the practices of science while also reflecting on the values, commitments, and habits of mind that have led to the practices of modern science and that give them meaning. The concept of methodological naturalism demonstrates the connection between the values and commitments of the culture of science and its practices and provides a useful lens for understanding the benefits and limitations of scientific knowledge.

scholarly journals Teaching Lifelong Research Skills in Residency: Implementation and Outcome of a Systematic Review and Meta-Analysis Course

2015 ◽  
Vol 7 (3) ◽  
pp. 445-450 ◽  
Author(s):  
Seth Himelhoch ◽  
Sarah Edwards ◽  
Mark Ehrenreich ◽  
M. Philip Luber
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Scientific Literacy ◽  
Learning Experience ◽  
Meta Analysis ◽  
Academic Productivity ◽  
Fisher Exact Test ◽  
Psychiatry Residents ◽  
Research Skills ◽  
Meta Analyses

ABSTRACT Background There is rising concern that fundamental scientific principles critical to lifelong learning and scientific literacy are not sufficiently addressed during residency. Objective We describe the development, implementation, and evaluation of a systematic review and meta-analysis course designed to improve residents' research literacy. Intervention We developed and implemented a novel, interactive, web-enhanced course for third-year psychiatry residents to provide the theoretical and methodological tools for conducting and reporting systematic reviews and meta-analyses. The course is based on Bloom's learning model, and established criteria for reporting systematic reviews and meta-analyses. Eight sequential learning objectives were linked to 8 well-specified assignments, with the objectives designed to build on one another and lead to the creation of a scientific manuscript. Results From 2010–2014, 54 third-year psychiatry residents (19 unique groups) successfully completed the course as part of a graduation requirement. The majority rated the course as being good or very good, and participants reported a statistically significant increase in their confidence to conduct systematic reviews (χ2 = 23.3, P < .05) and meta-analyses (Fisher exact test, P < .05). Estimated total dedicated resident and faculty time over a period of 36 weeks was 36 to 72 hours and 60 hours, respectively. Residents' academic productivity included 11 conference presentations and 4 peer-reviewed published manuscripts, with 2 residents who were awarded honors for their projects. Conclusions A formal training course in systematic reviews and meta-analyses offers a valuable learning experience, which enhances residents' research skills and academic productivity in a feasible and sustainable approach.

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