Test Of Science-Related Attitudes Research Articles

Validating Test of Science-Related Attitudes (TOSRA) For Elementary Students In Mataram, Indonesia

The Test of Science-Related Attitudes (TOSRA) was initially developed in Australia by Barry J. Fraser in 1977 for high school students. This research aims to modify and validate the TOSRA used for 5th-grade elementary school students in Mataram, Indonesia. A survey model with a Likert scale questionnaire was used in the research and a purposive sampling strategy was used to recruit 318 students from 3 different elementary schools in Mataram. There were 4 of 7 indicators of TOSRA used in this research: attitude to scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, and leisure interest in science. From each indicator, 5 of the 10 statements on TOSRA are taken, so a total of 20 statements were presented in the questionnaire. Each item of the question was analyzed for its validity and reliability overall. The results showed that all question items are valid and reliable so this modified TOSRA can measure the science-related attitudes of 5th-grade elementary school students in Mataram, Indonesia.

Development of Instrument of Emotional Climate and Attitude Measurement on Science Learning Environment

The purpose of this research is to enrich the discussion of the component of developing instrument as a realization of student reflection on their learning environment, and as an evaluation by researchers, teachers, and principals to increase students’ motivation and achievement. The approach of the research is a quantitative research with developing the instrument method. The research is conduct on 1.067 students of public middle school in Jakarta. The result demonstrate that the instrument that developed and validated from the instrument of Classroom Emotional Climate (CEC) and the instrument of Test Of Science-Related Attitudes (TOSRA) have eight dimensions are, collaboration, motivation, care, clarity, attitude to scientific inquiry, enjoyment of lessons, adoption of scientific attitudes, and sosial implications of science, used LISREL to test Confirmatory Factor Analysis are 37 items. The further analysis use Rasch Fit Item value is 36 items and 589 person, have five items level of difficulty and person abilities are also clustered into five levels. Besides that, Cronbach's alpha value is 0.92, Person reliability is 0.88 and item reliability is 0.99, shows that the instrument results is reliabel, therefore able to use.

A Study of Grade Level and Gender Differences in Attitude towards Nonlinear Pedagogy

It is important to remember that learning outcomes are not the only thing students accomplish, but attitude is also a major learning output.
 The study purpose was to investigate students’ attitudes, especially regarding the attitude toward nonlinear pedagogy (ATNP), according to gender and grade level in Yogyakarta.
 Materials and methods. The study involved 1,160 kids who were in fifth grade in primary schools and in eighth grade in secondary schools. A total of 18 schools from around the province were included in the study. The Test of Science Related Attitudes (TOSRA) was used to gather data. This questionnaire is effective for gathering descriptions of students’ attitudes toward nonlinear pedagogy scores for a specific set of participants, since it uses the Likert scale.
 Results. The study findings show students have quite different levels of excitement for nonlinear science learning. The male students in primary school have a higher positive attitude than the female students do, (M = 36.75; p < 0.001). The male students exhibit a more eager attitude than the female students do in junior high schools (M = 35.78; p < 0.001). The data revealed that the male students in secondary schools have more positive attitudes than the female students do (8.23, M>F). According to the grade level of the school, the male students’ ATNP at the elementary level is more positive than in junior high schools.
 Conclusions. The statistics show that students’ opinions toward nonlinear teaching are similar in elementary and secondary schools regardless of the grade level of the schools.
 Even still, most secondary school students find physical education less enjoyable than it was in elementary school. This fact provides instructors of physical education with user input. This finding is encouraging for students looking for strategies to bridge the gender gap in classroom settings. The effects of nonlinear pedagogy are also explored.

The Effect of Robotics Program on Students Attitude Towards Science

The purpose of this research is to study the effect of robotics program on students attitude towards science. A total of 374 year 6 students (12years old) involving 10 primary schools from Malacca and Selangor have participated in this study. The researcher used Test of Science Related Attitudes (TOSRA) questionnaire developed by Fraser (1981) to measure students attitude towards science. In this study the researcher used a non-survey quantitative approach method with a quasi- experimental design involving treatment and control group. The changes in students attitude towards science was measured in three different times involving pre-test, post-test 1 and post-test 2. The researcher has performed two inferential statistical test, Repeated Measures Analysis of Variance (ANOVA) and One-way Analysis of Covariance (ANCOVA) at significant level of

Development of TOSRA (Test of Science Related Attitudes) Instrument for Science Related Attitude Studies in Sindh Province

This study aims to explore the implementation of attitude measurement tool known as Test of Science-Related Attitudes (TOSRA) in Sindh. 1097 higher-secondary level students from Hyderabad division of Sindh participated in the study. The alpha reliability values of different scale of TOSRA were analysed and enhanced to acceptable and good level using statistical techniques. The alpha coefficients for adapted TOSRA scales were observed as; Social Implications of Science (0.707), Adoption of Scientific Attitudes (0.801), Classroom Enjoyment (0.779), Leisure Interest in Science (0.767) and Career Interest in Science (0.701). The overall alpha coefficient for adopted (five-scale) TOSRA questionnaire administered in this study was 0.912. Similarly, the values of discriminant validity of the scales were deduced using correlation techniques for these scales where mean correlation between the scales ranged from 0.49 to 0.57. The adopted version of TOSRA was developed based on the statistical analyses including Cronbach alpha, Pearson’s correlation, and factor analysis, and showed sufficient validity and reliability to be implemented in subsequent research to measure students’ attitude towards science in province of Sindh, Pakistan.
 Keywords: Attitude towards Science, TOSRA, Instrument development, Science Education, Higher secondary students

Students’ attitudes toward chemistry, environmental protection and information technology in a bilingual vocational secondary school in Budapest, Hungary

ABSTRACT Students’ attitudes toward science are complex phenomena depending on numerous factors. The factors studied in this work are students’ interest in science, their enjoyment of science lessons and career interest in science. Our objective was to investigate the attitudes of students based on these factors. The main question was whether the students enrolled in a bilingual vocational secondary school for chemistry, environmental protection and information technology had chosen the institution and their professional field according to their personal interests and whether this interest was independent of age and gender. Surveys were conducted in two academic years (2015–2016 and 2017–2018) among students from grade 0 or 9–12. Three factors of the Test of Science-Related Attitudes (TOSRA) questionnaire and self-constructed questions were used and analysed in our research. The results for the self-composed factors of our questionnaire provided evidence to state that the choice of school and that of profession is based on personal scientific interest of students. We have found a negative relationship among TOSRA items and age; regarding gender, there are differences among chemists and IT specialists.

The Relationships between Physical Learning Environment, Psychological Characteristics, and HOTS

The study investigates the relationships between the physical learning environment (PLE), psychological characteristics (students’ academic self-efficacy and satisfaction), and higher-order thinking skills (HOTS) in statistics education. The study also aimed to determine if psychological characteristics mediate the relationships between the PLE and HOTS. A total of 285 students were selected as samples using cluster sampling. The study instruments were adapted from Smart classroom inventory, science laboratory environment inventory, test of science-related attitudes, self-efficacy in learning and performance for college, and dimension of learning rubrics. The gathered data were analysed using Partial Least Square Structural Equation Modeling (PLS-SEM). The findings revealed that a significant direct relationship existed between PLE and HOTS. Moreover, the PLE also did influence the students’ HOTS indirectly through psychological characteristics (academic self-efficacy and satisfaction). The findings from this study give an important and valuable contribution to knowledge in the area of HOTS research in the context of Malaysian Institution of Higher Learning. The implication of this study suggests that the good quality of PLE in statistics education would influence students’ HOTS directly and also indirectly through the positive development of psychological characteristics in teaching and learning (T&L) process.
 Keywords: physical learning environment, psychological characteristics, academic self-efficacy, satisfaction, higher-order thinking skills

Creative Drama In Science education: The Effects on Situational Interest, Career Interest, and Science-Related Attitudes of Science Majors and Non-Science Majors

Background:This research investigated the effects of creative drama on situational interest, career interest, and science-related attitudes of science majors and non-science majors. Also investigated were students’ perception toward creative drama.Material and methods:55 science majors and 28 non-science majors from five high schools in Malaysia voluntarily participated in this 5-day creative drama activity held in Taiwan. They completed pre-tests on “The Individual Interest Questionnaire” and “Test of Science-Related Attitudes”. They designed, prepared, and presented their creative drama during the 5-day. A post-test was administered after the activity.Results:Creative drama was found to have triggered the situational interest in science within both majors. The career interest and science-related attitudes of science majors were found to have significant improvement; some students’ perception toward science careers and science have changed after the activity. Some students commented that creative drama had developed their courage, social skills, teamwork, creativity, self-reflection, presentation skills, critical thinking, and problem-solving skills.Conclusions:Due to the promising results, hence, creative drama in science education could be an alternative to promote interest and career interest in science, science-related attitudes, and the development of soft skills.

기초화학 교과에서의 주제별 모듈을 활용한 융합적 수업 모형의 운영 및 결과 분석

This study have developed and operated the integrated module system by subject for basic chemistry class with a focus on strengthening competencies which are collaborative working skills, analytic thinking skills, communicating skills, and etc. The questionnaire items was constructed and anlayzed in the following way. 1) Test of Science-Related Attitudes 2) Motivated Strategies for Learning Questionnaire 3) Class Satisfaction. We discussed some of lecture outcomes based on a survey by the students after completing the course. Four conclusions can be drawn from the findings of this study. First, the theoretical module system was actually performed well with practical frame works. Second, application of this system make effects on the taking a class. Especially, the module which are converged with lecture, experiment and science writing make positive results on enhancing academic achievement and interest. Third, it is necessary to improve the other module which are consisted of lecture, discussion/debate and logical writing. Fourth, making a evaluation system of wiring activities was found to be important to be further improved. It is expected that the findings could be helpful for developing a integrated curriculum in various BSM class.

Analysis of Students’ Attitude Home Economics Group Study Programs in the Field of Science and Its Influence on Science Learning Results

.

CHARACTERISTICS OF STUDENTS’ ATTITUDE TO PHYSICS IN MUARO JAMBI HIGH SCHOOL

Purpose of Study: This research was conducted to ascertain the students' attitude towards Physics subject in Muaro Jambi High School based on attitude indicator from Test of Science-Related Attitudes (TOSRA).
 Methodology: A quantitative survey was used for the study. The subjects of the study were students of 458 students in senior high school 1, 4, 5, and 8 in Muaro Jambi. Instruments research is a questionnaires attitude and motivation. Analytical techniques comprised of using descriptive statistics.
 Main Findings: The results of the three indicators of attitude and motivation, namely social implications on personnel categorized have a sufficient category of 42.8% for a total of 196 of 458 students. The dimensions of normality of scientists were to have a sufficient category of 47.4% for a total of 217 out of 458 students. The dimensions of career interest in the field of physics are categorized a good at 38.3% for a total of 175 out of 458 students, and motivation has a good at 42.1% for a total of 193 out of 458 students. There is a relationship between motivation and attitudes of students in motivation in senior high school 1 Muaro Jambi with a r-value of 0.518 and positive, of students in senior high school 4 with a r-value of 0.832 and positive, of students in senior high school 5 with a value of r 0.746 and positive, of students in senior high school 8 with a value of r 0.623 and positive.
 Implications: Based on the research results , the indicators that meet the criteria are needed to investigate to improve the results of these indicators, namely the indicator of scientists’ normality and interest in a physics career.

Effect of an Online, Inquiry- & Mentor-Based Laboratory on Science Attitudes of Students in a Concurrent Enrollment Biology Course: The PlantingScience Experience

The goal of this project was to determine the impact of supplementing a concurrent enrollment (CE; also called dual enrollment) nonmajors biology course with online mentoring from professional scientists via the PlantingScience (PS) program (http://plantingscience.org). Student attitudes and motivation toward science were measured using the Test of Science-Related Attitudes (TOSRA) questionnaire as well as open-ended questions. Students in both the experimental group (CE biology course supplemented with PS) and the control group (CE biology course with no PS supplement) were surveyed during two academic years (2015–2017). The impact of PlantingScience on students’ attitudes toward science is discussed.

Students’ Cognitive and Attitude of Secondary School in Learning Global Warming using Student Team Achievement Division (STAD) based on Gender

This study was intended to investigate students’ cognitive and attitude of secondary school in learning global warming using Student Team Achievement Division (STAD) based on gender. This study was conducted at one of bilingual boarding school in Bandung. This study uses the quasi-experimental method with matching pretest-posttest comparison group design while the number of subject in the girl class is 15 (N=15) and in the boy class is 15 (N=15). Data was gained through a cognitive test which measured by Bloom's taxonomy cognitive level (C1-C6), a questionnaire which measured by Test of Science Related Attitude (TOSRA). The result shows that student who learns global warming using STAD has an improvement on their cognitive score, especially in the girl class. Meanwhile, girl class has higher students’ attitude result in three scales of TOSRA that are; attitude to scientific inquiry, adoption of a scientific attitude, and enjoyment of science lessons. Along with the students’ cognitive result, girl class also has a better science-related attitude than the boy class. Thus, it can be concluded that there is a significant difference between students’ cognitive and attitude at the girl and boy class in learning global warming using STAD.

Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates

<p>Developing students' positive attitude toward learning is one of the important<br />things, because some researchers mention that attitudes toward the subjects<br />are related to academic achievement. Teachers, in the implementation of<br />learning can evaluate attitudes toward the subjects, in order to know how<br />students' attitude toward learning that is/has been going on. Therefore, an<br />attitude assessment is required for valid, reliable and practical learning. The<br />purpose of this research is to develop a Likert scale type questionnaire that<br />can measure students' attitudes toward chemistry. In this study initially has<br />been compiled as many as 43 items. The items in the present scale were<br />adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes<br />towards Chemistry Lessons Scale (ATCLS). After the contents validation of<br />the questionnaire by the expert, the questionnaire is tested on 245 college<br />students. Determination of construct validity which is conducted with<br />exploratory factor analysis obtained 32 items valid question. The result of<br />factor analysis shows that the scale has nine factors that explain 62.105% of<br />the total variance. In addition, it shows the finding of 'reliability coefficient<br />(Cronbach' alpha) of 0.91. The results obtained showed that it has obtained<br />valid and reliable questionnaires as a measuring tool that can be used to<br />determine student attitudes toward chemistry in chemistry foodstuffs<br />lectures</p>

Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates

Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study initially has been compiled as many as 43 items. The items in the present scale were adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes towards Chemistry Lessons Scale (ATCLS). After the contents validation of the questionnaire by the expert, the questionnaire is tested on 245 college students. Determination of construct validity which is conducted with exploratory factor analysis obtained 32 items valid question. The result of factor analysis shows that the scale has nine factors that explain 62.105% of the total variance. In addition, it shows the finding of 'reliability coefficient (Cronbach' alpha) of 0.91. The results obtained showed that it has obtained valid and reliable questionnaires as a measuring tool that can be used to determine student attitudes toward chemistry in chemistry foodstuffs lectures.

과학 현장 학습이 초등학교 영재 학생들의 과학 관련 태도에 미치는 영향

This study analyzed the effects of science field trip on elementary school gifted students’ science-related attitudes. Samples of the study were composed of 162 gifted students attending the Science Gifted Education Center of S National University of Education in Seoul, Korea. The science field trip was conducted for three days at six locations in Jecheon City and Taebaek City. To quantitatively analyze the scores of science-related attitudes of the gifted students participating in field trip, a retrospective pre-post test with modified format of ‘TOSRA (Test of science-related attitudes)’ was administrated after completion of the field trip. To find out more detailed characteristics, qualitative data such as daily records of field trip and interview were also gathered and analyzed. The major results of the study are as follows: First, in the paired t-test for data of science-related attitudes, a statistically significant difference between the pre and post was found (t=―9.9654, df=161, p .05)]. But, female students felt more pleasure in science lessons after science field trip than male students [F(1, 159)= 9.2733, (p .05)]. But, the gifted students who prefer earth science subject have more interest in science as a leisure after science field trip than those who prefer physical subject [F(3, 157)=4.098, (p<.01)]. However, there were statistically significant differences in the scores of science-related attitudes according to the preferred teaching method(knowledge acquisition class through books and lectures, science lab experiment class, and natural field inquiry class) [F(2, 158)=6.3707, (p<.01)]. The gifted students who prefer natural field inquiry class showed higher scores on science-related attitudes after science field trip than those who prefer to acquire knowledge through books and lectures. Especially, the scores in four sub factors (Adoption of Scientific Attitudes, Attitude of Scientific Inquiry, Enjoyment of Science Lessons, Leisure Interest in Science) were significantly increased [F(2, 158)=3.3179, (p<.05)], [F(2, 158)=4.6490, (p<.05)], [F(2, 158)=5.2376, (p<.01)], [F(2, 158) =4.4037, (p<.05), respectively]. Based on these findings, implications for research on the gifted education and gifted students'' teaching and learning are discussed.

MONITORING AND EVALUATION STUDENTS’ LEARNING ACHIEVEMENTS THROUGH THEIR LEARNING ACTIVITIES WITH THE STEM EDUCATION INSTRUCTIONAL METHOD FOR DEVELOPING THEIR CREATIVE THINKING ABILITIES AND THEIR ATTITUDES TOWARD SCIENCE OF SECONDARY STUDENTS AT THE 11TH GRADE LEVEL IN PHYSICS CLASSES

Educational management approaches that integrate knowledge in four subjects, including science, technology, engineering, and mathematics (STEM Education Method: STEME) to develop learning achievement, attitude, and creative thinking ability toward science of secondary students at the 11 th grade level in physics classes. The aims of this research study were to analyze of the processing performances and the performance results (E 1 /E 2 ) efficiency at the determining criteria as 75/7, to compare students’ learning achievements of their pretest and posttest assessments in cording in the STEME , to assess students’ responses of their creative thinking abilities with the STEME , to assess students’ perceptions of their science related attitudes with the STEME, to associated between students’ post learning achievements and their creative thinking abilities the STEME, and to associated between students’ post learning achievements and their science related attitudes with the STEME . The target group consisted of 72 secondary students in two physics classes from Borabu Wittayakhan School in the academic year of 2/2016. Using the instructional innovative lesson plans of the STEME on Eclectic and Magnetics Issue in 14 hours was administered, the 30-item Learning Achievement Test (LAT), the 24-item Creative Thinking Ability Assessment (CTAA); and the 8-item Test Of Science-Related Attitude (TOSRA) were assessed. Statistically significant was analyzed with the foundational and advance statistics. The Results of these research findings have found that: Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E 1 /E 2 ) of 80.32 / 75.77 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pretest ( = 15.77, S.D. = 2.24) and post-test ( = 19.87, S.D. = 3.26) and t-test = 20.42 were differentiated evidence at the 0.001 level, significantly. Students’ responses of their critical thinking abilities for the CTAA in fluency, flexibility, originality, and elaboration abilities, respectively, as a whole indicated at the high level ( = 3.67, S.D. = 0.83), and the Cronbach alpha reliability = 0.87 . Students’ perceptions of their attitudes toward science with the TOSRA indicated that α – reliability = 0.78, all on their average scores ranged from 3.31 to 3.90, as a whole indicated that a high level for their perceptions. Associations between students’ learning achievements of their post-test assessment indicated that 59% of the coefficient predictive value ( R 2 ) of the variance in students’ creative thinking abilities was attributable to their perceptions for the CTAA and the relationship between students' statistical achievements at the .001 level was significantly. Students’ learning outcomes of their post-test assessment, the R 2 value indicated that 51% of the variances in students’ perceptions to their science related attitude for the TOSRA, and the relationship between students' statistical achievements at the .001 level were significantly. Article visualizations:

APPROPRIATING CHARACTERISTICS OF THE 21st CENTURY TEACHERS TO TRANSFORM THE THAILAND 4.0 POLICIES

The use of both qualitative and quantitative data collection methods from a range of data sources provided of triangulation; observation, interview, and questionnaires to determine and administer on learning acknowledge managements for developing learning achievement of students with the appropriating characteristics of the 21-century teachers for strengthening the validity and reliability of the findings, which thus afforded a means of comparing data consistency, and regression validations for the purpose of investigating and comparing student’s perceptions and students’ attitudes of their teachers’ appropriating characteristics were designed. Using the Questionnaire on Teacher Characteristic (QTC) modified from the original Questionnaire on Teacher Interaction (QTI) - Australian 48-item version (Fisher, Fraser, & Wubbels, 1993) and students’ attitudes were assessed with a Test Of Characteristic-Related Attitude (TOCRA) modified from the original Test Of Science-Related Attitude (TOSRA) (Fraser, 1981) with a sample of 2,665 students from 105 schools throughout of Thailand of their 8 learning areas of 281 teachers’ appropriating characteristics in the 21-Century of Thailand 4.0 policies as a means of collecting empirical data, schools were randomly chosen from November 2015 to October 2016 of the Educational Service Office Area under the Office of Basic Educational Commission throughout of Thailand. It has found that each QTC scale differentiated significantly (p < 0.001) between classes. Cronbach's alpha reliability coefficients for the scales were adequate (0.78-0.87), while confirmatory factor analyses provided support for the theoretical framework behind the questionnaire ( 0.54-0.82 omitted). The authoritative profile was the most common characteristic style based on Thailand students' perceptions in their appropriating characteristics of the 21-century teachers. The multiple correlation R 2 is significant for the QTC and considered associations with the TOCRA, and value indicates that 52% of the variance in students’ attitude . The memorizing learning areas of R 2 value are higher than 50% and most of the appropriating characteristics of the 21-century teachers of eight learning areas, the R 2 value indicate that less than 50%, especially; science and mathematics learning areas, and students in upper secondary level indicate that 12%. It was concluded that, if teachers’ appropriating characteristics in the 21-Century of Thailand 4.0 policies want to promote favourable student attitudes in their classes, they should ensure the presence of the former set of interpersonal characteristics. Article visualizations:

A cross-national mixed-method study of reality pedagogy

This mixed-methods cross-national study investigated the effectiveness of reality pedagogy (an approach in which teachers become part of students’ activities, practices and rituals) in terms of changes in student perceptions of their learning environment and attitudes towards science. A questionnaire was administered to 142 students in grades 8–10 in the Bronx, New York City and Dresden, Germany. The questionnaire combines learning environment scales from the Constructivist Learning Environment Survey and the What Is Happening In this Class? Questionnaire with attitude scales from the Test of Science-Related Attitudes. Student interviews were used to support questionnaire findings. Quantitative data analyses revealed that reality pedagogy had a greater impact on students in the Bronx than in Dresden, with qualitative data clarifying differences in how reality pedagogy was enacted in each geographic area. Overall, our findings add to the body of evidence concerning the effectiveness of reality pedagogy as an approach to teaching and learning science across a variety of contexts.

Attitudes toward science: measurement and psychometric properties of the Test of Science-Related Attitudes for its use in Spanish-speaking classrooms

ABSTRACTUnderstanding attitudes toward science and measuring them remain two major challenges for science teaching. This article reviews the concept of attitudes toward science and their measurement. It subsequently analyzes the psychometric properties of the Test of Science-Related Attitudes (TOSRA), such as its construct validity, its discriminant and concurrent validity, and its reliability. The evidence presented suggests that TOSRA, in its Spanish-adapted version, has adequate construct validity regarding its theoretical referents, as well as good indexes of reliability. In addition, it determines the attitudes toward science of secondary school students in Santiago de Chile (n = 664) and analyzes the sex variable as a differentiating factor in such attitudes. The analysis by sex revealed low-relevance gender difference. The results are contrasted with those obtained in English-speaking countries. This TOSRA sample showed good psychometric parameters for measuring and evaluating attitudes toward science, which can be used in classrooms of Spanish-speaking countries or with immigrant populations with limited English proficiency.