Developing Attitudes towards Science Measures

By P. Kind, Karen Jones, P. Barmby. 2007

364 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/bed95f7f48ec9dcfb73036297c8c9b99e24b4b99

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. Jennifer Dewitt
2. L. Archer
3. Jill M. Aldridge
4. B. Fraser
5. Jonathan Osborne
6. F. Adolphe
7. P. Kind
8. P. Barmby

In Management, Monitoring, Policy and Law

1. Jennifer Dewitt
2. L. Archer
3. B. Fraser
4. Jonathan Osborne
5. F. Adolphe
6. Jill M. Aldridge
7. P. Barmby
8. P. Kind

In Social Psychology

1. Jennifer Dewitt
2. L. Archer
3. Jonathan Osborne
4. B. Fraser
5. Jill M. Aldridge
6. F. Adolphe
7. P. Kind
8. P. Barmby

Citations in the corpus

• Examining Changing Attitudes in Secondary School Science (2008, methodology): “…used instruments such as the Test of Science Related Attitudes (TOSRA) questionnaire (Fraser, 1981), problems can be identified with different instruments (Kind et al ., 2007), and we also have the difficulty that different instrument try and measure different aspects of attitudes towards science.”
• Students’ attitude towards natural sciences (2019, background): “Attitudes are defined as individual beliefs and feelings towards an object [3].”
• Development and validation of the ACSI: measuring students’ science attitudes, pro-environmental behaviour, climate change attitudes and knowledge (2012, background): “The use of more than one response for the same construct greatly increases the reliability of the summated rating scores (Kind, Jones, and Barmby 2007 ).”
• Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, neutral): “On the other hand, Kind et al. (2007), in factor analyses on questionnaire data from 932 middle school students, found that questions about “ learning science in school ” , “ learning science outside school ” , and “ future participation in science ” would all load on a single factor, which they…”
• HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS–CAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS (2011, background): “These measures were drawn from ‘What do you think of science’ (Kind et al., 2007); the Simpson–Troost Attitude Questionnaire—Revised (Owen et al.”
• A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia (2010, methodology): “When Munby investigated the adequacy of 56 attitude instruments using criteria similar to those described by Kind et al. (2007) , he summed up the TOSRA as “an exceptionally well developed scale” (Munby 1983, p. 314).”
• Students attitudes towards technology (2015, background): “Enthusiasm, enjoyment or its antagonist boredom has been studied in various empirical investigations (e.g. Bame et al. 1993; Hauttekeete 2007; Kind et al. 2007; Pell and Jarvis 2001).”