Is Science for Everyone? Exploring Intersectional Inequalities in Connecting With Science

Several studies have investigated the way learners connect with science, re-emphasising persisting inequalities in science learning. This article combines the concept of intersectionality with the theoretical lens of science learning ecologies to focus on inequalities in connecting with science: Which factors influence the formation of a positive science attitude of young learners and how does the social background of young learners influence their opportunities of connecting with science, focusing on the intersections of class and gender? Based on a quantitative survey among 1,486 visitors of non-formal science education offers aged between 8 and 21, we analyze important factors for the development of a positive science attitude and investigate structural inequalities. The intersectional perspective was implemented in the sampling, survey design as well as its analysis. Using composite indicators of age and gender as well as gender and educational capital, we avoid a homogenisation of broadly defined groups. The results highlight that the development of a highly positive science attitude–as identified in a stepwise logistic regression model–is linked to supportive social environments, intrinsic motivation, science learning in school as well as regular engagement in arts-based learning, and self-directed science learning. The learning ecology perspective illustrates the influence of school on science attitudes in general. From an intersectional perspective, however, our findings demonstrate that the persistence of an androcentric and classist concept of science is not compatible with every learning ecology; male learners from educationally affluent backgrounds are most likely to enjoy science learning and see how science relates to their everyday realities. In turn, however, not only female learners with lower educational capital but also male learners with lower educational capital might find it more difficult to connect with science. The intersectional approach unveiled the multiple ways educational capital and gender shape individual learning ecologies. More equitable science learning spaces and offers have to adapt to a diversity of needs and preferences in order to make science activities enjoyable for all.

Attitude of Secondary School Students Towards Science in Relation to Academic Achievement, Gender and Type of School

The study aims to assess the students’ attitude towards science in selected government and private schools at the secondary level in the Jammu district. A sample comprises 200 students from 5 private and government secondary schools of the Jammu district. The Science Attitude Scale (SAS) developed by Grewal (2012) was used to assess the students’ attitude towards science. The results show that the students in both government and private schools have a positive attitude towards science. This study revealed that secondary school students’ attitudes towards science differ significantly regarding their academic achievement. Female students were found to have a favourable attitude towards science as compared to their male counterparts. Results also showed that students at private schools possess a positive attitude towards science compared to students in government schools. They enjoy science and are ready to pursue their career in science as well.

Comparison of student attitudes towards natural sciences

The attitude of students during the learning process is essential to be known by an educator to understand how to deal with students in the class. This study aims to determine how students 'attitudes towards science subjects and this study also aim to determine whether there is a comparison of students' attitudes towards natural science subjects in junior high schools in Indonesia. This research was conducted at some state junior high schools in Jambi. Specifically, the research sites were Junior High School 5, Junior High School 6, and Junior High School 26 in Jambi. The research design used in this study was a quantitative approach with survey methods. The research instrument was a science attitude questionnaire. Data were analyzed using descriptive statistics and inferential statistics. The results showed that students' attitudes toward science subjects based on indicators of adoption of scientific attitudes, fun in learning science, and interest in increasing the time to study science were in good categories and also there are significant differences of students’ attitude towards science subjects in the three schools with a comparison value of 0.042 < 0.05.

Effect of Scaffolding Instructional Strategies on Pupils’ Attitude to Basic Science and Technology in Rivers State, Nigeria

This study examined the effect of scaffolding instructional strategies on pupils’ attitude to Basic Science and Technology in public primary schools in Rivers State. Four purpose and four null hypotheses guided the study. Non-randomized pretest, posttest control group experimental design was adopted for the study. The population consisted of 42,409 basic four pupils; 147 pupils in the intact classes of the sampled schools using simple random sampling technique served as sample. The modified Fennema-Sherman Attitude Scale was used for data collection. The data was analyzed using Analysis of Covariance (ANCOVA). The findings of the study revealed that there is a significant difference in the Basic Science attitude mean score of pupils taught with modeling and cueing questions and those taught with conventional method; the Basic Science attitude mean scores of boys and girls, high achievers and low achievers taught with modeling and cueing questions do not differ significantly with those taught with conventional method; there is no significant interaction effect of treatment, gender and achievement levels on the attitude of pupils towards Basic Science and Technology (BST). Recommendations were made which include that scaffolding instructional strategy should be used in classroom teaching/learning interaction to enhance the teaching and learning of pupils as well as improve their attitude towards Basic Science and Technology.

Investigating the Impact of Field Trips on Secondary School Students’ Attitude to Learning of Sciences

The main objective of the paper was to determine the impact of the study tour on students’ attitudes at secondary level. It was experimental research study. The population for this research was comprised of 130 science students of 10th class chosen randomly from private institute of Okara district located in division Sahiwal of Punjab province. Attitude to Science Questionnaire (ASQ) containing content from physics was used as research instrument. The validity of research instrument for this study was improved though experts’ recommendations and the reliability were found to be 0.81. It was very clear from the findings that experimental group had positive attitude towards science as compared to other groups. It was also found that field trips promote science attitude and develop positive interest of the students in science. The school administration may manage field trips for the promotion of scientific attitude in the students.

Mathematics and science attitude inventory: validation for use in a Spanish-speaking context

Research and evaluation focused on students’ attitudes towards science and mathematics require the availability of culturally appropriate instruments in the language of the studied population. We present the translation and adaptation of the Mathematics and Science Attitude Inventory for its use with Puerto Rican Spanish-speaking secondary school students, within the evaluation of a teacher professional development project. We used a cross-cultural translation and adaptation model that frames these processes in the context of establishing validity and reliability of a measure by assessing the equivalence of the original version and the translated one in various dimensions: semantic, content, technical, criterion, and conceptual. Results obtained provide evidence of the equivalence between the English and Spanish versions of the inventory, as well as the reliability and validity of both versions for our context. The feasibility and utility of the cross-cultural model used were also demonstrated. This model is a valuable guide for the translation and cultural adaption of research and evaluation instruments in diverse languages and cultures.

Development of Students Worksheet Nuanced of Emotional Spiritual Quotient about Cell, Organ, Tissue and Organism for Seventh Grade Students of SMP/MTs

Education is a conscious effort to improve the quality of learners both from aspects of science, attitude, and skills. During this school education focuses on the development of intellectual intelligence (IQ), which absorbs as much science but not yet touched on emotional intelligence (EQ) and spiritual (SQ). These three potentials should have been integrated in biology learning. Based on the results of research that has been done, the product results are LKPD nuanced ESQ on the cell material for students of grade VII SMP / MTs. Result of validity test with value of 81,37% by validator fulfill valid criterion, Result of validity in terms of feasibility of content, language, presentation and graphics. Practical test result with 92,53% value by teacher with very practical criteria from ease of use, time efficiency and forgiveness, while the result of practical test by student with 82,65% practical criterion from convenience, and benefit.

ACID BASE STUDENTS ACTIVITIES SHEETS THROUGH GUIDED DISCOVERY TO PRACTICE SCIENCE LITERACY

Student Activity Sheet (SAS) based on guided discovery learning model is needed to improve students' scientific literacy. The type of research used in this study is research and development (R & D) until the limited testing phase and was conducted to 12 students of 11st grade of SMAN 1 Krian to know the effectiveness of the SAS. The instruments used in this study are the pretest-posttest sheet about students scientific literacy. The SAS stated effective if the posttest result for each domain of scientific literacy get percentage >75% with high or very high category The results showed that effectiveness includes scientific literacy test get high and very high category. From this research, the students scientific literacy has increased from pretest to posttest. The percentage of each domain of scientific literacy are Science Contex about 79,16%; Science Knowledge, Content knowledge about 75%, Procedural knowledge about 91,67%, Epistemic knowledge about 100%; Science Competence about 100%; and Science attitude about 100%.