Measurement of Student Attitudes to Science and Association with Inquiry-Based Learning in Regional Schools

Autor/inn/en	Haynes, Michele; Brown, Alinta; Nichols, Kim; Parveen Musofer, Reshma
Titel	Measurement of Student Attitudes to Science and Association with Inquiry-Based Learning in Regional Schools
Quelle	In: International Journal of Science Education, 45 (2023) 8, S.593-612 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haynes, Michele) ORCID (Brown, Alinta) ORCID (Nichols, Kim) ORCID (Parveen Musofer, Reshma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2023.2168138
Schlagwörter	Student Attitudes; Scientific Attitudes; Inquiry; Active Learning; Self Efficacy; Elementary School Students; Secondary School Students; Science Teachers; Faculty Development; Science Process Skills; Psychometrics; Science Interests; STEM Careers; Vocational Interests; Cooperative Learning; Science Instruction; Science Achievement; Attitude Measures; Learning Strategies; Foreign Countries; Australia; Test of Science Related Attitudes; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Schülerverhalten; Aktives Lernen; Self-efficacy; Selbstwirksamkeit; Sekundarschüler; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Psychometry; Psychometrie; Berufsinteresse; Kooperatives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Australien
Abstract	An inquiry approach to learning can have a positive impact on students' attitudes to science and their science literacy skills; two attributes that have been in steady decline internationally. The professional development of teachers in inquiry science is one way to ensure that teachers are equipped with effective strategies to teach science, particularly in non-metropolitan schools where development opportunities may be limited, and students' attitudes to science are typically less positive than in metropolitan schools. Consequently, this study measured the attitudes to science and science self-efficacy of 133 school students aged 10-15 years from six non-metropolitan schools in Queensland, Australia, and explored the association with teachers' professional development in inquiry science. A survey instrument demonstrating good psychometric properties was derived to measure three components of students' multidimensional attitudes to science: acceptance of an inquiry approach to science, enjoyment of science lessons and career-interest in science. Findings showed that students' attitudes to science and science self-efficacy differed significantly among schools. Teachers' implementation of inquiry pedagogy in these schools was also varied. Students' acceptance of inquiry science, enjoyment of science, career-interest in science and self-efficacy were positively correlated and evident in classrooms that employed a collaborative inquiry approach to teaching science. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01