Student Attitudes and Aspirations Towards Science
Student Attitudes and Aspirations Towards Science
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DOI：
10.1007/978-1-4020-9041-7_41
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
R. Tytler;J. Osborne
中科院分区：
文献类型：
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作者：
R. Tytler;J. Osborne
在过去十年中，关于学生对科学的态度和愿望的研究越来越受到关注。这在很大程度上是由于人们越来越担心学生对先进社会的科学进一步学习缺乏兴趣。由于对科学的态度是一个多方面的结构，本章首先回顾了态度的研究，以发展其有意义的测量原则。然后，我们探讨了学生对科学的反应的主要特征，并研究了常见的断言，即正如许多人所建议的那样，有一个负面的下降趋势。最近的研究清楚地表明，一个国家的发展指数与学生对科学的态度之间存在负相关。性别，教师素质和青春期前的经验对学生的态度和对科学的愿望的影响进行了一些详细的研究，以及一些其他因素，试图了解学生在整个学校教育中对STEM科目的学习做出的复杂途径和选择。身份的建构是用来理解学生对科学的各种态度和愿望，特别强调后工业社会中的性别和青年。最后，丰富的经验在科学的作用进行检查，作为一个真实的和潜在的影响，学生参与科学。
Research on student attitudes and aspirations towards science has been an increasing focus of concern in the past decade. Much of this is driven by a growing concern about students’ lack of interest in the further study of science in advanced societies. Because attitude to science is a multifaceted construct, the chapter first reviews research into attitudes in order to develop principles for its meaningful measurement. We then explore the main features of student responses to science and examine the common assertion that there is a negative downward trend as many have suggested. Recent research clearly shows a negative correlation between a country’s developmental index and student attitudes to science. The effects of gender, teacher quality and pre-adolescent experience on student attitudes and aspirations towards science are examined in some detail, as well as a number of other factors in attempting to understand the complex pathways and choices that students make throughout their schooling about the study of STEM subjects. The construct of identity is used to make sense of the variety of attitudes and aspirations of students towards science, with particular emphasis on gender and youth in post-industrial societies. Finally, the role of enrichment experiences in science is examined, as a real and potential influence on student engagement with science.