The purpose of this study was to determine if science attitudes differed among urban middle school students based on age, grade level, gender, English as a primary language, and/or years in a core science class. For this study, 190 students at Rogers Middle School (RMS), a sixth through eighth grade middle school in a K-8 district in Lawndale, California, were asked to complete an online questionnaire about their science-related attitudes. The instrument used four scales from the Test of Science-Related Attitudes (TOSRA) and two scales from the Constructivist Learning Environment Survey (CLES). The students' age range was from 11 through 14 in Grades 6, 7, and 8.
Results indicated that there is a statistically significant increase in positive attitudes towards Learning About Science (a scale from the CLES) between students in their 1st and 2nd year of science as a core. There was a statistically significant decrease in students' Enjoyment of Science (a scale from the TOSRA) between ages 11 and 13. In addition, during an analysis of answers to individual items, it was found that few students (< 4%) had a great interest in pursuing science as a career or in being a science teacher.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/04M, Masters Abstracts International|
|Subjects:||Educational tests & measurements, Middle School education, Science education|
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