Development and validation of an instrument to assess Chinese upper-level elementary students’ attitudes towards science

Attitudes towards science is an important construct of science learning which has been affected by many factors. The main purpose of this research was to investigate whether the metacognition strategies predict students’ attitudes towards science. Accordingly, a total of 347 senior secondary students were asked to complete a questionnaire about their metacognition strategies and attitudes towards science. Structural equation modeling (SEM) was used to evaluate the validity of a structural/latent variable model. Findings revealed several direct and indirect effects among the factors under investigation. Of special importance, metacognition strategies positively predicted attractiveness of science (science is fun), class/teacher activities and family model as variables of students’ attitudes towards science. Attractiveness of science was also found to have effects on the science anxiety and family model was found to have effects on class/teacher activities. One important finding was that metacognition strategies could decrease students’ science anxiety. According to this information, it is recommended that science educators encourage students to employ metacognition strategies in science that may lead to more positive students’ attitudes towards science. Key words: metacognition strategies, attitudes towards science, senior secondary students, structural equation modeling.

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COMPARISON OF SCHOOL BASED-COOPERATIVE PROBLEM BASED LEARNING (SB-CPBL) AND CONVENTIONAL TEACHING ON STUDENTS’ ATTITUDES TOWARDS SCIENCE

Journal of Baltic Science Education ◽

10.33225/jbse/21.20.261 ◽

2021 ◽

Vol 20 (2) ◽

pp. 261-276

Author(s):

Wael Musalamani ◽

Ruhizan Mohammad Yasin ◽

Kamisah Osman

Keyword(s):

Problem Based Learning ◽

Control Group ◽

Validity And Reliability ◽

Conventional Teaching ◽

Attitudes Towards Science ◽

8Th Grade ◽

Quasi Experimental ◽

Equivalent Control ◽

Students Attitudes ◽

8Th Graders

This study examined the effect of the SB-CPBL on Jordanian 8th-grade students’ attitude towards science. A quantitative quasi-experimental design with a non-equivalent control group was employed in this study. 120 8th-graders, divided into two groups, were involved in this study. Two groups (60 students, 30 males, and 30 females) were designated as the experimental group; they used the SB-CPBL module for six weeks, while two groups (60 students, 30 males, and 30 females) were designated as the control group and taught conventionally. The validity and reliability of the measurements used, comprising four sub-scales with 40-items, were already robust. The statistical comparison between the groups showed a significant improvement in the SB-CPBL students’ attitudes towards learning science compared with their conventionally-taught counterparts. The findings also confirmed the insignificant effects of gender vis-à-vis attitudes towards science. The results concluded the effectiveness of SB-CPBL approach in improving students’ attitudes towards science in school settings. Keywords: cooperative learning, cooperative problem-based learning, problem-based learning, students’ attitudes towards science

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