Attitudes towards Physics

By Norman Reid *, E. Skryabina. 2002

187 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Social Psychology

View Paper: https://www.semanticscholar.org/paper/20df4e04136a5546b4fb12e639b7723eb71dd93b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. D. Cheung
2. Patrice Potvin
3. Abdelkrim Hasni
4. Norman Reid *
5. P. Kind
6. P. Barmby
7. Karen Jones
8. P. Murphy

In General Agricultural and Biological Sciences

1. D. Cheung
2. Norman Reid *
3. P. Barmby
4. P. Kind
5. Karen Jones
6. Abdelkrim Hasni
7. Patrice Potvin
8. E. Skryabina

In Social Psychology

1. D. Cheung
2. Abdelkrim Hasni
3. Patrice Potvin
4. Norman Reid *
5. P. Murphy
6. E. Whitelegg
7. P. Kind
8. P. Barmby

Citations in the corpus

• Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender (2009, methodology): “Two types of instruments have been commonly used in attitude research in science education: semantic differential scales (e.g., Shannon et al. 1982; Reid and Skryabina 2002), and Likert scales (e.”
• The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science (2012, unknown): “Regarding the promotion of secondary school students’ interest, enjoyment, and engagement in science, most recent studies found that there was a declining pattern in secondary years or from primary to secondary level (Barmby, Kind, & Jones, 2008; George, 2006; Reid & Skryabina, 2002).”
• Gender and physics (2003, background): “Scottish pupils, even at this stage, are very much aware that subjects like physics carry a ‘useful career value’ and, despite their unsatisfactory experience in science in S1 and S2, they still opt for physics in significant numbers (Reid and Skryabina 2002).”
• Girls in the physics classroom: a review of the research on the participation of girls in physics (2006, background): “Reid and Skryabina (2002) noted that in Scotland, in contrast with the rest of the UK and other countries, physics is the fourth most popular subject at Higher Grade, which students take at age 18.”
• 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 (eg, Nyberg & Clarke, 1983 ; Reid & Skryabina, 2002 ), and Likert scales (eg, Dhindsa & Chung, 1999 ; Jenkins & Nelson, 2005 ; Menis, 1983 ; Pell & Jarvis, 2001 ).”
• Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching (2007, background): “In a largescale attitude survey of students in Scotland taking courses which are context based to different degrees, Reid and Skryabina (2002) find that throughout secondary schooling context-based learning approaches are related to a higher interest in further science training and science-based c”
• Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11 (2014, background): “‘‘In previous work in the USA and Australia, attitudes towards science classes have been found to be the best predictors of students’ intentions to enrol in science classes’’ (Reid and Skryabina 2002, p. 69).”
• Thoughts on attitude measurement (2006, background): “The results from the work of Skryabina (Reid & Skryabina, 2002a) on attitudes to physics were found to fit this model.”
• Examining Changing Attitudes in Secondary School Science (2008, background): “Reid and Skryabina (2002) found that pupils in Scotland had a more positive view of physics while undertaking the “applications-led” Standard Grade course than when taking the more theoretical Higher Grade course.”