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.     

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.     

The Impact of a Multiyear Systemic Reform Effort on Rural Elementary School Students' Science Achievement

This paper is a report of the impact of an externally funded, multiyear systemic reform project on students' science achievement on a modified version of the Third International Mathematics and Science Study (TIMSS) test in 33 small, rural school districts in two Midwest states. The systemic reform effort utilized a cascading leadership strategy of professional development delivered at summer workshops and through distance technologies and local leadership groups that focused on helping teachers work in communities of practice to adapt science inquiry lessons to teach and reinforce strategies and skills in language arts in the lessons. Science achievement scores of Grade 3 and Grade 6 student cohorts on the two forms of the TIMSS administered at the beginning, middle, and end of the professional development effort revealed a V‐shaped pattern of scores, suggesting that teachers struggled with the newly adapted science inquiries at first but then became more effective in their use. The impact of the adaptation strategy on the students' achievement, questions about the time needed for new instructional strategies to be embraced by teachers, and the wisdom of using “low stakes” achievement tests in studies are discussed.     

Informal Science Experience,Attitudes, Future Interest in Science,and Gender of High-Ability Students: An Exploratory Study

The present study examined specific science-related attitudes, informal science-related experiences, future interest in science, and gender of young high-ability students. The sample consisted of 111 high-ability students between the ages of 9 and 13. Students completed the Test of Science Related Attitudes (TOSRA), the Science Experience Survey, and the Course Selection Sheet. Two regression models were developed to predict number of physical science and life science courses selected. In the first model, gender, TOSRA subscale Career Interest in Science, and informal physical science related experience predicted 42% of the variance related to number of physical science courses selected. The second model (R²= .24) predicted number of life science courses based on informal life science related experience, informal physical science related experience, and TOSRA subscale Enjoyment of Science Lessons. Recommendations were made recognizing differences regarding gender and ability level.     

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.     

Science Self‐Efficacy and School Transitions: Elementary School to Middle School,Middle School to High School

This study examined the science self‐efficacy beliefs of students at the transition from elementary school (Grade 6) to middle school (Grade 7) and the transition from middle school (Grade 8) to high school (Grade 9). The purpose was to determine whether students' perceived competence is impacted at these important school transitions and if the effect is mediated by gender and ethnicity. Science self‐efficacy was measured through a modified Self‐Efficacy Questionnaire for Children, which was adapted to focus specifically on science self‐efficacy. Multiple ordinary least squares regression was used to analyze the data. Two models were developed, one using ninth grade as the comparison group and the other using sixth grade as the comparison group. In each model, the independent variables (grade level, gender, and ethnicity) were regressed on the dependent variable, science self‐efficacy. The most striking finding was the large and significant decline in science self‐efficacy scores for ninth graders at the transition to high school. We also found that females and Hispanic students had lower scores across grades as compared to males and Caucasians. How these results relate to existing studies, and implications for practice and future research are discussed.