Attitudes towards Science: A Review of the Literature and Its Implications

Autor/inn/en	Osborne, Jonathan; Simon, Shirley; Collins, Sue
Titel	Attitudes towards Science: A Review of the Literature and Its Implications
Quelle	In: International Journal of Science Education, 25 (2003) 9, S.1049-1079 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Literature Reviews; Student Attitudes; Student Motivation; Science Instruction; Science Activities; Science Interests; Science Education; Gender Differences; Foreign Countries; Interest Inventories; Classroom Environment; Teacher Student Relationship; Science Curriculum; Attitude Measures; Predictor Variables; United Kingdom; United Kingdom (Wales); United States + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulische Motivation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Geschlechterkonflikt; Ausland; Interest profile; Interessenprofil; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Großbritannien; USA
Abstract	This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students' attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inherent to their measurement, what is known about students' attitudes towards science and the many factors of influence such as gender, teachers, curricula, cultural and other variables. The literature itself points to the crucial importance of gender and the quality of teaching. Given the importance of the latter we argue that there is a greater need for research to identify those aspects of science teaching that make school science engaging for pupils. In particular, a growing body of research on motivation offers important pointers to the kind of classroom environment and activities that might raise pupils' interest in studying school science and a focus for future research. (Contains 5 tables and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10