ERIC Number: ED361217
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Enablement, Alienation, and Attitude Toward Science in Middle School Classrooms.
Sidlik, Lawrence P.; Piburn, Michael D.
This study was designed to pursue the question of the relationship between enablement, alienation, and attitude toward science in the seventh and eighth grades. Subjects are 2,159 students taught by 19 teachers in 4 middle schools. There are strong relationships between student perceptions of classroom structure and their attitude toward science. If they see themselves as having a great deal of control over events in the classroom, and are less alienated, they have a much better attitude toward science. Boys feel less empowered than girls, and classes taught by male teachers report themselves to be less in control than those taught by females. Attitudes of students with female teachers are more positive that those taught by males. The well documented decline in attitude from the first through the eighth grade might be at least in part the result from a shift from student-centered to teacher-centered classroom climate that seems to be part of the structure of elementary schools. (Contains 34 references.) (Author)
Descriptors: Alienation, Classroom Environment, Classroom Research, Group Instruction, Junior High School Students, Junior High Schools, Middle School Students, Middle Schools, Science Instruction, Science Teachers, Secondary School Teachers, Sex Differences, Student Attitudes, Student Centered Curriculum, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A