Developing attitude to science scales for use with children of ages from five to eleven years

By Tony Pell, Tina Jarvis. 2001

315 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1ef0b023d0926a1782cc76e0b9f34dcca4c57a13

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Girls in the physics classroom: a review of the research on the participation of girls in physics (2006, background): “Pell and Jarvis (2001) found a similar situation in primary schools in England.”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “Self-efficacy is important because students generally lose confidence and interest in science with age (Pell & Jarvis, 2001).”
Developing a Scale to Measure Students’ Attitudes toward Chemistry Lessons (2009, methodology): “Two types of instruments have been commonly used in attitude research in science education: semantic differential scales (e.g., Nyberg & Clarke, 1983; Reid & Skryabina, 2002), and Likert scales (e.g., Dhindsa & Chung, 1999; Jenkins & Nelson, 2005; Menis, 1983; Pell & Jarvis, 2001).”
Developing Attitudes towards Science Measures (2007, methodology): “These included some items from the Relevance of Science Education questionnaire, the 2003 Programme for International Student Assessment (PISA) questionnaire, and items from the attitude to science for 5–11 year olds developed by Pell and Jarvis ( 2001 ).”
Primary teachers’ changing attitudes and cognition during a two‐year science in‐service programme and their effect on pupils (2004, result): “The attitude test had five scales (Pell and Jarvis 2001).”
Examining Changing Attitudes in Secondary School Science (2008, background): “With regards to practical content, Reid and Skryabina (2003), in their survey of Scottish pupils, found that both male and female pupils on the Scottish Higher physics course indicated that they preferred activities such as explaining natural phenomena and doing practical work.”
Thoughts on attitude measurement (2006, background): “Much of the published research has concentrated on the first target (recent examples include: Ramsden, 1998; Osborne et al., 1998, 2003; Bennett et al, 2001; Pell & Jarvis, 2001, 2004; Cleaves, 2005; Krogh & Thomson, 2005).”
Wellbeing, academic buoyancy and educational achievement in primary school students (2013, methodology): “Secondly, the ‘liking school’ subscale of Pell and Jarvis’s (2001) attitudinal scale was used as a measure of enjoyment of school.”
Students attitudes towards technology (2015, background): “This is concordant with findings reported in recent research from Murphy and Beggs (2005), Pell and Jarvis (2001) and Haworth et al. (2008).”
Engaging Students in Science Across the Primary Secondary Interface: Listening to the Students’ Voice (2008, methodology): “However, some studies have found a substantial correlation between an enthusiasm for school science and science in society (Pell & Jarvis, 2001).”
Does Practical Work Really Motivate? A study of the affective value of practical work in secondary school science (2009, result): “%) of the Year 7 claims (Table 3) regarding practical work were already claims of relative preference lends credence to the findings of Pell and Jarvis (2001) that a decline in interest in science may start before pupils reach secondary school.”
Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11 (2014, background): “2006) or ‘‘Science is good for everybody’’ (Pell and Jarvis 2010).”
Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students (2013, background): “Likewise, Ratcliffe et al. (2007) found that it took a 2-year cycle of one new, innovative, junior high-school curriculum for teachers to become familiar with the goals and the appropriate instructional practices.”
The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education (2017, background): “…for measuring affect in science education is “ Developing attitude to science scales for use with children of ages from five to eleven years ” (Pell & Jarvis, 2001) which “ reports on the development stages of three attitudes to science and school scales for use with children aged from 5 to…”
Adolescents' Declining Motivation to Learn Science: Inevitable or Not? (2011, result): “However, like other researchers have suggested (Pell & Jarvis, 2001; Tymms, Bolden, &Merrell, 2008), our results also show that in Israel, the decline starts earlier, in elementary school, as students climb from 5th to 6th grade (in Israel, middle schools start at 7th grade).”