The research into how students' attitudes affect their learning of
science related subjects has been one of the core areas of interest
by science educators. The development in science education records
various attempts in measuring attitudes and determining the
correlations between behavior, achievements, career aspirations,
gender identity and cultural inclination. Some researchers noted
that attitudes can be learned and teachers can encourage students
to like science subjects through persuasion. But some view that
attitude is situated in context and has much to do with upbringing
and environment. The critical role of attitude is well recognized
in advancing science education, in particular designing curriculum
and choosing powerful pedagogies and nurturing students. Since
Noll's (1935) seminal work on measuring the scientific attitudes, a
steady stream of research papers describing the development and
validation of scales have appeared in scholarly publications.
Despite these efforts, the progress in this area has been stagnated
by limited understanding of the conception of attitude,
dimensionality and inability to determine the multitude of
variables that made up such concept. This book makes an attempt to
take stock and critically examine classical views on science
attitudes and explore contemporary attempts in measuring
science-related attitudes. The chapters in this book are a
reflection of researchers who work tirelessly in promoting science
education and highlight the current trends and future scenarios in
attitude measurement.
General
| Imprint: |
Information Age Publishing
|
| Country of origin: |
United States |
| Release date: |
2011 |
| First published: |
2011 |
| Editors: |
Issa M. Saleh
• Myint Swe Khine
|
| Dimensions: |
233 x 158 x 17mm (L x W x T) |
| Format: |
Paperback
|
| Pages: |
302 |
| Edition: |
New |
| ISBN-13: |
978-1-61735-324-6 |
| Categories: |
Books >
Social sciences >
Education >
General
|
| LSN: |
1-61735-324-8 |
| Barcode: |
9781617353246 |
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