A Cross‐domain Analysis of Change in Students’ Attitudes toward Science and Attitudes about the Utility of Science

By Rani George. 2006

328 citations recorded by the source corpus.

Subfields: Education, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a981a90a05811f6cd58a780530b6e3c27690100c

How researchers see this paper

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

In Education

In Management, Monitoring, Policy and Law

In Social Psychology

Citations in the corpus

Factors affecting the motivation of Turkish primary students for science learning (2011, background): “Researchers believe that motivation and attitude are fundamental variables for improving students learning and conceptual understanding (Francis & Greer, 1999; George, 2006; Osborne, 2003; Skallingsber, 2003; Tuan, Chin & Shieh, 2005; Wiseman & Hunt, 2001).”
Science and Scientific Curiosity in Pre-school—The teacher's point of view (2013, background): “The literature indicates a significant decline in positive attitudes toward science and achievements in science especially in the middle- and high-school (George, 2006 ; Osborne, Simon, & Collins, 2003 ; Simpson & Oliver, 1990 ).”
Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference (2009, background): “In general, children report less interest in science across the years between upper elementary and high school (George, 2006; Greenfield, 1997).”
Examining Changing Attitudes in Secondary School Science (2008, result): “This finding has also been highlighted by many other studies, including Yager and Yager (1985), Doherty and Dawe (1985), George (2000, 2006), and in the review paper by Osborne et al. (2003).”
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).”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “…science interests also differs across gender, with girls becoming decreasingly interested in science as they transition from middle to high school (George, 2006), though this is not universally the case (see Stark & Gray, 1999 for data from Scotland suggesting that girls’ interest in biological…”
Parents' Attitudes Towards Science and their Children's Science Achievement (2014, background): “Finally, policy-makers and educators worldwide have highlighted that there is a declining trend in the number of students choosing to pursue education in science and science-related fields and scientific careers (George, 2006; Ratelle et al., 2005).”
Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, unknown): “In their primary grades, many children demonstrate vivid interest in science and mathematics, but their attitudes decline in the middle grades (Frenzel, Goetz, Pekrun, & Watt, 2010; George, 2006; Kind, Jones, & Barmby, 2007; Osborne, Simon, & Collins, 2003; Potvin & Hasni, 2014a).”
Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable (2013, background): “While research suggests that peers may have some influence on attitudes, choices and aspirations, this relationship does not seem to be direct, individuals may not be aware of its influence on them, and it may also vary with age (e.g. Aschbacher et al., 2010; George, 2006; Jacobs et al., 1998; Paniz”
Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11 (2014, methodology): “For the presentation of the data, we got inspired by some of the most convincing available research articles in the field (George 2006), and presented the general tendencies in classic and easy-to-read formats (graphs with 95 % confidence intervals and tables with intercepts (at school year = 5), sl”
Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender (2009, background): “level and gender can interact with each other (Aiken 1979; Doherty and Dawe 1985; George 2006; Greenfield 1997).”
Students attitudes towards technology (2015, background): “George (2006) stated: ‘When students see the practical utility of science, they are more likely to become interested in science and pursue science-related careers.’”