Elementary School Students Attitude toward Science and Related VariablesReport as inadecuate




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International Journal of Environmental and Science Education, v11 n2 p35-52 2016

Worldwide studies have revealed an important issue in that an increasing percentage of students within the X-Y age group are not interested in science. Many students, especially females, have negative feelings and attitudes toward science, which discourages them from continuing with scientific inquiries. There are limited studies related to the factors predicting school students' attitude toward science; therefore, the purpose of this study is to determine the relationships among the seventh grade elementary students' attitudes toward science, their learning approaches, motivational goals, science achievement and students' nature of science (NOS) views. The questionnaires for this study were administered online to 3,598 seventh grade students in different regions and cities of Turkey. The convenience sampling method was used in this study. The correlation results revealed the positive relationship between attitude toward science and the other variables. Multiple regression analysis indicated that while students' meaningful learning, self-efficacy, and nature of science views have a positive contribution, rote learning contributed negatively to the model. The findings also showed that parents' income and education level had a significant effect on students' attitude toward science.

Descriptors: Foreign Countries, Elementary School Students, Student Attitudes, Scientific Attitudes, Student Motivation, Goal Orientation, Scientific Principles, Questionnaires, Online Surveys, Correlation, Multiple Regression Analysis, Self Efficacy, Rote Learning, Parents, Family Income, Parent Background, Educational Attainment, Science Achievement, Demography, Student Characteristics, Attitude Measures, Secondary School Students, Statistical Analysis, Predictor Variables

International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese[at]gmail.com; Web site: http://www.ijese.com





Author: Hacieminoglu, Esme

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2436&id=EJ1086987



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