Taking into consideration the characteristics of several types of attitude scales, a Thurstone-Chave type scale was developed and administered to secondary school pupils, university students, and science teachers. Comparisons were made between groups and correlations between scientific attitudes of secondary school pupils and achievement in…

This article is the first of a four part series of a study of Canadian high-school graduates' views on science-technology-society (STS) topics. It describes the research scope and methodology and discusses research issues associated with use of the specially constructed survey instrument, Views on Science-Technology-Society (VOSTS). (ML)

This is the second article of a four part series of a study of Canadian high-school graduates' views on science-technology-society topics. It reports student perceptions of the interaction of science technology and society. Science and technology were viewed as a unified enterprise and their roles were indistinguishable. (ML)

Examines the role of affective behavioral objectives in science education. Includes a survey of what "affective" means from various perspectives. Defines "scientific attitudes" versus "attitudes to science" to clarify a conceptual framework for research. Presents problems with previous research and raises basic…

"Draw-A-Scientist Test" was administered to 4807 students (grades K-5) to determine age when children first develop distinct images of scientists. Also examined influence of population variables (socio-economic class, intelligence, sex, Anglophone/Francophone culture) on formation of the image and stereotype variations which may indicate…

Using a theoretical model which examines three essential features thought to influence student attitudes (teacher, students, learning environment), the relationship between these features at three grade levels (4th--N=649, 7th--N=630, 9th--N=686) was investigated. Correlational/regression analyses, conclusions, and implications are reported.…

Results from meta-analysis of studies on student attitudes toward science are discussed. Includes description of meta-analysis techniques, discussion of attitudes toward science (with a proposed definition), a theoretical framework for studying attitudes which provides a structure for synthesis studies, and recommendations, including those related…

Following descriptions of a semantic differential (SD) and test of science-related attitudes (TOSRA)--a Likert-type scale--reports results of using the instruments with secondary school students in various Australian schools (N=1,049 for TOSRA and 1,116 for SD). Suggests SD for general attitude and Likert-type scales of specific attitude…

Reports on a study to determine whether attitude scores of 120 preservice Nigerian science teachers, measured by the Science Student-Teacher Questionnaire, are significant predictors of practice teaching scores, measured by a student practice teaching evaluation form. Copies of both measures are included in an appendix. (DS)

Presents a brief overview of the area of attitude research in science education. Highlights the need to evaluate students in relation to the affective domain. Discusses evaluation techniques, problems associated with evaluation, and some existing instruments and their associated limitations. (CW)

Identifies some of the problems of attitude assessment in science education. Describes the development of the Attitude Toward the Subject Science Scale (ATSSS) and gives an overview of the Ajzen and Fishbein attitude theories. Provides five sample items. (YP)

The development of valid and reliable instruments for attitudes' measurement has been proven crucial for the quality of research. This study is dealing with the development and validation of an attitude toward chemistry instrument. By using this instrument, 11th grade Greek students' attitudes regarding the difficulty, the interest, the usefulness…