Urban middle-school students' attitudes toward a defined science
Recent studies have shown that urban students and students of color have exceptionally negative attitudes toward school science and their futures in that field as compared with white students and nonurban students. In this paper we summarize research findings on students' attitudes toward scien...
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| Published in | Science education (Salem, Mass.) Vol. 88; no. 2; pp. 197 - 222 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Hoboken
Wiley Subscription Services, Inc., A Wiley Company
01.03.2004
John Wiley & Sons, Inc Wiley Wiley Periodicals Inc |
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| Online Access | Get full text |
| ISSN | 0036-8326 1098-237X |
| DOI | 10.1002/sce.10110 |
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| Abstract | Recent studies have shown that urban students and students of color have exceptionally negative attitudes toward school science and their futures in that field as compared with white students and nonurban students. In this paper we summarize research findings on students' attitudes toward science. We note that most of the studies of students' attitudes toward science that have been conducted so far have measured students' attitudes against the backdrop of a generalized science. Thus, we develop a detailed argument for why science needs to be more clearly defined in attitude instruments. We report on our development of this instrument as well as our initial findings. |
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| AbstractList | Recent studies have shown that urban students and students of color have exceptionally negative attitudes toward school science and their futures in that field as compared with white students and nonurban students. In this paper we summarize research findings on students' attitudes toward science. We note that most of the studies of students' attitudes toward science that have been conducted so far have measured students' attitudes against the backdrop of a generalized science. Thus, we develop a detailed argument for why science needs to be more clearly defined in attitude instruments. We report on our development of this instrument as well as our initial findings. Recent studies have shown that urban students and students of color have exceptionally negative attitudes toward school science and their futures in that field as compared with white students and nonurban students. In this paper we summarize research findings on students' attitudes toward science. We note that most of the studies of students' attitudes toward science that have been conducted so far have measured students' attitudes against the backdrop of a “generalized science.” Thus, we develop a detailed argument for why science needs to be more clearly defined in attitude instruments. We report on our development of this instrument as well as our initial findings. © 2004 Wiley Periodicals, Inc. Sci Ed 88: 197–222, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10110 Recent studies have shown that urban students and students of color have exceptionally negative attitudes toward school science and their futures in that field as compared with white students and nonurban students. In this paper we summarize research findings on students' attitudes toward science. We note that most of the studies of students' attitudes toward science that have been conducted so far have measured students' attitudes against the backdrop of a generalized science. Thus, we develop a detailed argument for why science needs to be more clearly defined in attitude instruments. We report on our development of this instrument as well as our initial findings. [PUBLICATION ABSTRACT] Recent studies have shown that urban students and students of color have exceptionally negative attitudes toward school science and their futures in that field as compared with white students and nonurban students. In this paper we summarize research findings on students' attitudes toward science. We note that most of the studies of students' attitudes toward science that have been conducted so far have measured students' attitudes against the backdrop of a “generalized science.” Thus, we develop a detailed argument for why science needs to be more clearly defined in attitude instruments. We report on our development of this instrument as well as our initial findings. © 2004 Wiley Periodicals, Inc. Sci Ed 88:197–222, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10110 |
| Audience | Middle Schools |
| Author | Barton, Angela Calabrese Zacharia, Zacharias |
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10.1002/sce.3730690407 – ident: e_1_2_1_67_1 doi: 10.1002/tea.3660320806 – ident: e_1_2_1_53_1 doi: 10.1002/tea.10005 – ident: e_1_2_1_52_1 doi: 10.1002/(SICI)1098-2736(199808)35:6<589::AID-TEA2>3.0.CO;2-I – volume: 27 start-page: 425 year: 1983 ident: e_1_2_1_56_1 article-title: Attitudes and behavior are correlates publication-title: Journal of Research in Science Teaching – ident: e_1_2_1_36_1 – ident: e_1_2_1_65_1 doi: 10.1002/sce.3730690103 |
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| Snippet | Recent studies have shown that urban students and students of color have exceptionally negative attitudes toward school science and their futures in that field... |
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| SubjectTerms | Curriculum subjects: programmes and methods Educational sciences Empirische Untersuchung Exact and natural sciences Interesse Measures (Individuals) Middle School Students Minority Groups Naturwissenschaften Negative Attitudes Schüler Science Education Student Attitudes Teaching methods Urban Schools White Students |
| Title | Urban middle-school students' attitudes toward a defined science |
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