The research into how students' attitudes affect learning of
science related subjects have 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 behaviour, 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 it is 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' (1935) seminal work on measuring the scientific
attitudes, a steady stream of research papers that describe
development and validation of scales appear in scholarly
publications. Despite these efforts the progress in this area has
been stagnated by limited understanding of the conception about
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 the classical views on science
attitudes and explore the contemporary attempts in measuring
science related attitudes. The chapters in this book are reflection
of researchers who work tirelessly in promoting science education
and will illuminate the current trends and future scenarios in
attitude measurement.
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