Would You Want to Talk to a Scientist at a Party? High school students' attitudes to school science and to science
Would You Want to Talk to a Scientist at a Party? High school students' attitudes to school science and to science
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DOI：
10.1080/09500690802425581
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发表时间：
2009-01-01
影响因子：
2.3
通讯作者：
Hogarth, Sylvia
中科院分区：
文献类型：
--
作者：
Bennett, Judith;Hogarth, Sylvia
本论文介绍了一个为期四年的项目，涉及开发一种新的工具，学校科学和科学仪器的态度，并使用它来收集基线态度数据，从280名学生年龄在11岁，14岁和16岁。该工具的一个主要特点是，它以文件和纸张格式收集描述性和解释性数据。收集到的数据进行了详细的探索，从最近的研究对科学的态度，特别是建议，学生认为校外科学更积极的比他们的经验，在科学课的特点，解释性的见解，并在中学教育的早期（年龄约11-14岁）是最关键的塑造态度。研究表明，对学校科学的积极态度在11至14岁之间显着下降，除此之外几乎没有明显的下降变化，在某些情况下，略有上升。女学生对科学的各个方面表现出不那么积极的态度和不那么明确的观点。从数据中也清楚地看出，科学在一般情况下是重要的，尽管对个别学生没有多大吸引力。该文件表明，态度的工具有一个作用，在研究中发挥作用，但这些需要补充的详细功能的学校，可能会影响态度的研究，其中一些可能是不明显的从学生收集的数据。
The present paper describes a four-year project involving the development of a new instrument, the Attitudes to School Science and Science instrument, and its use to collect baseline attitudinal data from 280 students aged 11, 14, and 16 years. A key feature of the instrument is that it collects both descriptive and explanatory data in a pencil-and-paper format. The data gathered are probed in detail for explanatory insights into features that have emerged from more recent research on attitudes to science, in particular the suggestions that students view science outside school more positively than their experiences in science lessons, and that the early years of secondary education (ages approximately 11-14 years) are the most crucial in shaping attitudes. The study shows that positive attitudes to school science decline significantly between the ages of 11 and 14 years, with little appreciable downward change beyond this and, in some cases, a slight upturn. Female students display less positive attitudes and less clear-cut views on a variety of aspects of science. A sense of science being important in general terms, although not having much appeal for individual students, also emerged clearly from the data. The paper suggests that attitudinal instruments have a role to play in research, but that these need to be complemented by studies of detailed features of schools that may influence attitudes, some of which may not be apparent from data collected from students.