Letting Students Speak: Triangulation of Qualitative and Quantitative Assessments of Attitude Toward Science.
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| Title: | Letting Students Speak: Triangulation of Qualitative and Quantitative Assessments of Attitude Toward Science. |
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| Language: | English |
| Authors: | Baker, D. |
| Peer Reviewed: | N |
| Page Count: | 54 |
| Publication Date: | 1992 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Classroom Environment, Classroom Research, Elementary Secondary Education, Group Instruction, Science Instruction, Sex Differences, Student Attitudes, Student Centered Curriculum, Teaching Methods |
| Assessment and Survey Identifiers: | Sentence Completion Test |
| Abstract: | Critics have concluded that paper-and-pencil science attitude measures are so flawed that the concept of science attitude should be rethought and new instruments and approaches to measuring science attitude should be devised. This study utilized student interviews to investigate student science attitudes (n=113 from grades 2, 5, 8, and 11) and written instruments for science attitude and classroom structure (n=1,084). Results suggest that there are few gender differences in attitude across the sample. However, interactions between classroom structure and gender suggest females are more likely to prefer teacher-centered classrooms. Second and fifth graders like science somewhat more that older students. Eighth graders had the most negative attitude of all students. Students preferred group activities and very open-ended, inquiry lessons. (Contains 33 references.) (PR) |
| Entry Date: | 1994 |
| Accession Number: | ED361216 |
| Database: | ERIC |
| Abstract: | Critics have concluded that paper-and-pencil science attitude measures are so flawed that the concept of science attitude should be rethought and new instruments and approaches to measuring science attitude should be devised. This study utilized student interviews to investigate student science attitudes (n=113 from grades 2, 5, 8, and 11) and written instruments for science attitude and classroom structure (n=1,084). Results suggest that there are few gender differences in attitude across the sample. However, interactions between classroom structure and gender suggest females are more likely to prefer teacher-centered classrooms. Second and fifth graders like science somewhat more that older students. Eighth graders had the most negative attitude of all students. Students preferred group activities and very open-ended, inquiry lessons. (Contains 33 references.) (PR) |
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