Students' Attitudes Toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After‐School Program

High‐quality after‐school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science‐related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content knowledge acquisition and attitudes toward science may aid in the development of effective science‐related interventions. We investigated the impact of a semester‐long after‐school intervention utilizing an inquiry‐based infectious diseases curriculum (designed for use after‐school) on 63 urban students' content knowledge and aspects of their attitudes toward science. Content knowledge increased 24.6% from pretest to posttest. Multiple regression analyses indicated suggested that the “self‐directed effort” subscale of the Simpson–Troost Attitude Questionnaire—Revised best predicted increases in students' science content knowledge. The construct “science is fun for me” served as a suppressor effect. These findings suggest that future after‐school programs focusing on aspects of attitudes toward science most closely associated with gains in content knowledge might improve students' enthusiasm and academic preparedness for additional science coursework by improving student attitudes toward their perceptions of their self‐directed effort.     

The Effect of Robotics Competitions on High School Students' Attitudes Toward Science

This study was designed to examine the impact of participating in an after‐school robotics competition on high school students' attitudes toward science. Specifically, this study used the Test of Science‐Related Attitude to measure students' social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Results indicated that students who participated in a robotic competition had a more positive attitude toward science and science‐related areas in four of the seven categories examined: social implications of science, normality of scientists, attitude toward scientific inquiry, and adoption of scientific attitudes. Implications of results on students' attitudes are discussed.     

What Factors Affect Attitudes Toward Women in Science Held by High School Biology Students?

To achieve the goal of science for all Americans, students of both genders must believe that careers in science are equally appropriate for women. Yet male and female students in high school science classes do not have the same views of women in science. This study investigated the influence of 17 factors on high school students' attitudes toward women in science. Data were collected from 844 students enrolled in biology classes in an urban school district in Georgia. Multiple regression determined that the 17 factors significantly influence students' attitudes toward women in science, accounting for 28% of common variance. The four most significant factors - student gender, science ability, level of education the student plans to complete, and career interest-accounted for 24.6% of total variance. Female students who have high science ability, plan to complete high levels of education, and who have career interests in science showed more favorable attitudes toward women in science. Males with low science ability, low levels of education they plan to complete, and no interest in science as a career had the least favorable attitudes toward women in science. Male students with less positive attitudes toward science careers for women need to be included in programs aimed at encouraging all students to consider science careers.     

Changes in Student Attitudes Regarding Science When Taught by Teachers Without Experiences With a Model Professional Development Program

This study focuses on two main issues concerning changes in student attitudes toward science study and their perceptions of its usefulness in their lives. Information has been gathered concerning how student attitudes toward science have changed for teachers and schools not involved with any funded professional development project. Pretesting and posttesting were administered with such “control” groups at the same intervals corresponding with the data collected from students with teachers enrolled in five funded Professional Development projects over the 1981–2008 interim. The grade levels used by the National Assessment of Education Progress in their 1977 assessment of science were used; it focused on students in grades 3, 7, and 11. The results indicate a steady decline in student positive attitudes concerning their science study as grade levels increase. Conversely, the student perceptions of the usefulness of their science study as related to daily living, further science study, and for potential careers remained much the same over the 30‐year interim is a second focus. Generally, results indicate that traditional teaching and major use of textbooks cause increasingly negative student attitudes about science while not producing major changes in their perceptions of its usefulness in their lives.     

Autobiographical Stories from Preservice Elementary Mathematics and Science Students: Implications for K‐16 Teaching

Autobiographies are an effective tool for assessing students' predispositions toward science and mathematics content and identifying any changes in attitude over time. The purpose of this study was to analyze autobiographies of students enrolled in elementary education methods classes to determine the kinds of K‐12 and college content course experiences affecting their perceptions of mathematics or science. Special attention was given to recollections of events that had positive or negative effects on students' interest in and attitudes toward science or mathematics, their confidence in these areas, and transitions in attitude throughout their experiences. Ninety‐eight autobiographies were collected and analyzed, revealing attitudes that were generally more positive than expected, five major emergent themes, and important information about when and why transitions in attitudes occurred.     

Development of an Instrument to Assess Attitudes Toward Science,Technology, Engineering,and Mathematics (STEM)

There is a need for more students to be interested in science, technology, engineering, and mathematics (STEM) careers to advance U.S. competitiveness and economic growth. A consensus exists that improving STEM education is necessary for motivating more students to pursue STEM careers. In this study, a survey to measure student (grades 4–6) attitudes toward STEM and STEM careers was developed and administered to 662 students from two STEM‐focused and three comprehensive (non‐STEM‐focused) schools. Cronbach's alphas for the whole survey and subscales indicated a high internal consistency. Statistically significant difference in means between students attending the STEM‐focused and comprehensive schools on the two subscales of the survey and the overall survey were found. However, the explained variance for these results was approximately 1%. The survey is a useful tool to assess efficacy of STEM education programs on student attitudes toward STEM and STEM careers.     

Comparing Science Teaching Styles to Students' Perceptions of Scientists

Many educational researchers seem to concur with the idea that, among other factors, the teacher's teaching style has some impact on student learning and the perceptions students develop about science learning and the work of scientists. In this study, nine middle grades teachers' teaching styles were assessed using the Draw‐a‐Science‐Teacher‐Teaching Test Checklist (DASTT‐C) and categorized along a continuum from didactic to inquiry/constructivist in orientation. Students' (n = 339) perceptions of scientists were determined using the Draw‐a‐Scientist‐Test Checklist (DAST‐C). Teachers' teaching styles and their students' perceptions of scientists were then compared using nonparametric correlational methods. Results showed that no significant correlation existed between the two measures for the population studied. Although the study provides no understanding about when or how relationships developed between teachers' teaching styles and students' perceptions of scientists, trends in the results give rise to some concerns regarding the preparation of future science teachers and the in‐service development of practicing teachers.     

The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills

The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics (STEM) program. This study documented the effects of the combination of intensive professional development and the use of inquiry‐based science instruction in the elementary classroom, including the benefits of using rigorous science curriculum with general education students. The results of the study revealed a statistically significant gain in science process skills, science concepts, and science‐content knowledge by general education students in the experimental group when compared with students in the comparison group. Moreover, teacher participation in the STEM program had a statistically significant impact on students' variability in posttest scores. These interim student performance data support the implementation of rigorous differentiated science curriculum focused on improving science concept, content knowledge, and process skills.     

Gender Differences in Attitudes toward Environmental Science

This study examined the role of gender in the areas of environmental education that included environmental knowledge, attitudes, behaviors, and comfort levels in the outdoors. The current study was part of a larger study designed to explore the effects of a treatment that consisted of 14 weeks of outdoor lessons conducted in the schoolyard as compared with a control group of students who had 14 weeks of traditional classroom environmental education lessons. This follow‐up study focused on gender and its effect on each of the areas studied. Researchers found significance in boys' and girls' attitudes toward the environment. Quantitative and qualitative data were used to offer an in‐depth view of students' environmental attitudes. The results from this study can have implications for science educators in an effort to capitalize on boys' and girls' interests in science to help them learn about environmental issues and to recruit both boys and girls into science careers.     

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self‐Efficacy for Science and Science Teaching

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed‐methods study, we report the impacts of an inquiry‐based science course on preservice elementary teachers' self‐efficacy for science and science teaching, understanding of science, and willingness to teach it in their future careers. Our findings suggest that for some students, the inquiry‐based science course positively influenced their self‐efficacy for science and science teaching. Gains were made in a majority of students' conceptual understanding of science, understanding of the science process and scientific research, and confidence with science and science teaching. The subjects did not experience the course uniformly, however. Rather, there appeared to be two distinct groups, one on a trajectory of improving their outlook on science teaching and one worsening. The results presented here therefore provoke some interesting questions regarding preservice elementary teachers' preparation for science teaching.     

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes Toward Science: The Effect of a Primary Teacher Education Program

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student teachers' attitudes toward science. Data were collected by administering the “Science Teaching Efficacy Beliefs Instrument” and “Attitudes toward Science Scale” to 282 preservice primary teachers (147 freshmen, 135 seniors). Statistical techniques such as means and t‐test were used to analyze the data. Results of the study showed that the primary teacher education program has a medium positive effect on science teaching efficacy beliefs of the primary preservice teachers (t = 4.791, p = .000) and that there were no gender differences in terms of efficacy beliefs. Results also indicated that preservice primary teachers' attitudes toward science were moderately positive and differ by class level. Fourth‐year preservice teachers' attitudes toward science were found to be significantly more positive than the first years (t = 5.494, p = .000). There were no gender differences in attitudes toward science.     

Students' Perceptions of Single‐Gender Science and Mathematics Classroom Experiences

While participating in single‐ and mixed‐gender science and mathematics classes, ninth‐grade urban high school students' (n= 118) academic self‐concept, self‐efficacy, and school climate perceptions were examined. Their perceptions were measured quantitatively from the Fennema‐Sherman Mathematics (modified for Science) Attitude and the Patterns of Adaptive Learning scales. Five factors arose from each instrument: confidence/efficacy, utility, instruction, climate, and anxiety/performance avoidance. Comparative factor analysis of the science‐modified Fennema‐Sherman Scale showed similar constructs within the mathematics scale. Our findings are congruent with reports concerning single‐gender classrooms that find few significant differences in students' attitudes toward science and mathematics, or classroom climate, with regard to single‐gender classes. Lastly, our results supported three structural equation models for the hypothesized factors from each instrument.     

Constructing Elementary Teachers' Beliefs,Attitudes, and Practical Knowledge Through an Inquiry‐Based Elementary Science Course

This study examines inservice elementary school teachers' beliefs, attitudes, and practical knowledge toward inquiry‐based science instruction and the influence of an inquiry‐based elementary science course on teachers' beliefs, attitudes, and practical knowledge regarding inquiry. Both surveys and a case study were administered to the 14 elementary school teachers before and after completing a three‐credit elementary science methods course that was inquiry‐based. The findings showed that the teachers' beliefs, attitudes, and practical knowledge about inquiry were clearly influenced by the course. Through this course, the teachers developed fairly positive beliefs and attitudes that promoted inquiry instruction. The majority of participants also improved their knowledge and skills of conducting inquiry as they successfully practiced inquiry‐instruction in their science teachings.     

Perceived Helpfulness and Amount of Use of Technology in Science and Mathematics Classes at Different Grade Levels

Use of technology in science and mathematics classes has been increasing, but there are differences in the amount of use of and students' perceptions of its helpfulness across grade levels and subject areas. Technology was reported as used only occasionally. Technology was used most often to understand or explore in more depth concepts taught in class. The second most frequent use was as a tool of investigation or assessment. The lowest reported use of technology was as tool of communication. Students in middle school classes perceived technology as less helpful than did students in elementary or high school classes. Students in mathematics classes perceived technology as more helpful than did students in science classes. Girls perceived technology as more helpful than did boys. Additionally, teacher and student perceptions of amount of use varied with teachers reporting more use than students.     

Psychometric Re‐evaluation of the Image of Science and Scientists Scale (ISSS)

An enduring concern among science education researchers is the “swing away from science” ( Osborne. 2003 ). One of their central dilemmas is to identify—or construct—a valid outcome measure that could assess curricular effectiveness, and predict students' choices of science courses, university majors, or careers in science. Many instruments have been created and variably evaluated. The primary purpose of this paper was to re‐evaluate the psychometric properties of the Image of Science and Scientists Scale (ISSS) ( Krajkovich 1978 ). In the current study, confirmatory factor analysis (CFA) was used to examine the dimensionality of the 29‐item ISSS, which was administered to 531 middle school students in three San Antonio. Texas school districts at the beginning of the 2004–2005 school year. The results failed to confirm the presumed 1‐factor structure of the ISSS. but instead showed a 3‐factor structure with only marginal fit with the data, even after removal of 12 inadequate items. The three dimensions were “Positive Images of Scientists” (5 items). “Negative Images of Scientists” (9 items), and “Science Avocation” (3 items). The results do not support use of the original form of the ISSS for measuring “attitudes toward science,”“images of scientists. “or “scientific attitudes. “Shortening the scale from 29 to 17 items makes it more feasible to use in a classroom setting. Determining whether the three dimensions identified in our analysis. “Positive Images of Scientists. ““Negative Images of Scientists. “and “Science Avocation “contain useful assessments of middle school student impressions and attitudes will require independent investigation in other samples.     

A Partnership Approach to Improving Student Attitudes About Sharks and Scientists

This article describes the methods and impact of a student–teacher–scientist research partnership on student attitudes. The partnership objective was to teach students about the diverse roles of sharks in the marine environment while personally connecting students with scientific study. Students (N = 229) participated in lessons about shark biology and helped the partnering scientist design experimental protocols and analyze data. A self‐selected subset of students also volunteered (n = 82) for a field component working with live hammerhead sharks (Sphyrna lewinii). Student surveys before and after the partnership suggested that negative attitudes about sharks are due largely to lack of exposure, and direct attention to students' stereotypes about sharks resulted in significant attitude improvement. Change in students' attitudes toward scientists, however, was minimal. Students' negative views of scientists did decline significantly, but their overall views of scientists were relatively positive to begin with. Also of interest was the students' unremitting association of scientists with specialized equipment and the students' lack of personal connection to scientific ways of examining the world, suggesting that partnerships may be more effective at personally connecting students with scientific process if they explicitly incorporate activities designed to improve students' view of themselves as scientists.     

Pulling Back the Curtain: Uncovering and Changing Students' Perceptions of Scientists

Although there have been numerous scientists‐in‐the‐classroom initiatives in recent years, there is little research that documents whether or not these initiatives make an impact on students. This study examined 27 seventh‐grade and 27 tenth‐grade students' perceptions of scientists before and after a weeklong educational experience on nanotechnology, where students interacted with scientists. The data from this project included student interviews (pre and post intervention), field notes, student stories, and follow‐up interviews conducted 1 year after the project. Results showed that fewer than 10% of participants reported ever interacting with scientists in school settings prior to this project, despite attending schools in areas surrounded by a high density of scientists. Students' perceptions of scientists changed as a result of the project. The implications for science instruction are discussed.     

The Influence of Science Summer Camp on African‐American High School Students' Career Choices

This study explored if a weeklong science camp changed Louisiana African‐American high school students' perception of science. A semi‐structured survey was used before and after the camp to determine the changes in science attitudes and career choices. Among the perceived benefits were parental involvement, increased science academic ability, and deepened scientific knowledge. These perceived benefits influenced the identities that students constructed for themselves in relation to science in their lives. Students who reported doing well in school science courses believed that science was more relevant to their lives. Female students who cited doing well in science reported less parental involvement in their schoolwork than males. This study draws attention to gender differences in science and to designing informal science learning experiences for African‐American high school students that can change attitudes toward career choices in science‐related fields.     

Student's Attitudes Toward School and Classroom Science: Are They Independent Phenomena?

The purpose of this study was to examine 5th, 7th, and 10th graders' attitudes toward school and classroom science by means of questionnaires. In particular, the study hoped to determine (a) what students' attitudes are, (b) whether a relationship exists between these school and classroom science attitudes, and (c) what relationships grade level, gender, ethnicity, school/community type, expected GPA and science grade, and personally satisfying GPA and science grade have with students' attitudes toward school and classroom science. The results indicated that, although a statistically significant relationship did exist between students' attitudes toward school and toward classroom science, the relationship had no practical meaning. Females were slightly more positive about school than males. No gender differences were found with respect to classroom attitudes. Fifth graders held significantly more positive attitudes toward science than upper-grade students. None of the other variables was found to have any practical relationship to either of the attitudes.