Abstract
The study here reported is an attempt to test an assumption that is implied in all discussions of science-teaching at the junior high school level: that a scientific attitude is developed by a knowledge of scientific facts and varies directly with such knowledge. In other words, it is assumed that one's opinion with regard to natural phenomena will be sound or unsound to the extent that one's knowledge of scientific principles is complete. That scientific attitudes cannot exist without some factual knowledge may doubtless be taken for granted; yet there are other factors which determine the acceptance or rejection of current beliefs with regard to natural phenomena. Among such factors are the force of public opinion, the varied impressions of childhood, certain fixed aversions and phobias implanted by ignorant associates, and the tendency to avoid the mental effort of applying familiar facts to new situations when a ready-made solution is at hand.
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