Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours

M. A. Küçükaydın
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According to Zhang and Campbell (2011), scientific attitudes of students also direct their interest in lessons and simultaneously affect their long-term success in courses. Attitude, as an affective domain of learning, is an element affecting learning outputs of students in science courses (Ministry of National Education, 2018). Accordingly, the importance of performing attitude studies emerges with regard to obtaining positive outputs on scientific attitude. Individuals with scientific attitudes have inquisitive and argumentative characteristics; therefore, they do not fall prey to preconceptions or dogmatic belief systems. Individuals with positive scientific attitudes are more willing to identify and solve the problems in their surroundings, as well as being willing to search for solutions. In addition, while scientific attitudes may help an individual to be successful, they also support his or her continual improvement by affecting his or her thinking (Demirbaş and Yağbasan, 2006). In this study, the effect of a different variable on attitude was examined by focusing on the relationship between scientific attitudes and intellectual risk-taking behaviors of elementary school students. Theoretical Background While an individual’s attitude cannot always be observed precisely, it largely directs love, hate, and the ideas of the individual (Morgan, 2005). Munby (1980) examined scientific attitudes in four categories as attitudes toward school science, attitudes toward science careers, attitudes toward science itself, and attitudes toward specific issues in science. This examination, indeed, emphasizes the importance of attitudes in terms of long-term learning and indifference toward science or the development of deep understandings (Hong and Lin, 2011). Gardner (1975), however, divided such attitudes into two, as attitudes toward science and scientific attitudes. Moreover, the scientific attitudes included within the context of this study were expressed as a mixture of the will to know and understand, inquiring attitudes, data collection and sense-making, and evaluation and interpretation of results (Education In this study, the relationship between scientific attitudes and intellectual risk-taking behaviors of fourth-grade students in elementary school in Turkey was examined. A total of 184 students participated in the study, which was conducted based on a survey model. For data collection, the “Scientific Attitude Inventory” and the “Intellectual Risk-Taking and Perceptions About Its Predictors Scale in Science Education” were utilized. Descriptive statistical analyses and t-test, ANOVA, simple linear regression, and multiple regression analyses were utilized for the analysis of the data. 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It was indicated that teachers will contribute to students’ adoption of positive scientific attitudes by introducing the lives and studies of scientists, and it was suggested that the effect of changes in educational patterns in classroom environments be examined through experimental studies on intellectual risk-taking behaviors of students. 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引用次数: 2

Abstract

Science Education International ¦ Volume 32 ¦ Issue 2 149 ORIGINAL ARTICLE INTRODUCTION Science classes in elementary schools should seek to enable students to engage in scientific thinking, encourage them to perform work on basic sciences, and positively develop their attitudes toward science classes with a positive educational environment. Studies related to both the healthy construction of classroom environments and attitudes have a long history (Gardner, 1975; Ma and Bateson, 1999; Toma et al., 2019; Zhang and Campbell, 2011). Wang and Berlin (2010) indicated that attitudes toward science are effective factors in attaining goals of science education. In addition, they reported that these factors affect student motivation. According to Zhang and Campbell (2011), scientific attitudes of students also direct their interest in lessons and simultaneously affect their long-term success in courses. Attitude, as an affective domain of learning, is an element affecting learning outputs of students in science courses (Ministry of National Education, 2018). Accordingly, the importance of performing attitude studies emerges with regard to obtaining positive outputs on scientific attitude. Individuals with scientific attitudes have inquisitive and argumentative characteristics; therefore, they do not fall prey to preconceptions or dogmatic belief systems. Individuals with positive scientific attitudes are more willing to identify and solve the problems in their surroundings, as well as being willing to search for solutions. In addition, while scientific attitudes may help an individual to be successful, they also support his or her continual improvement by affecting his or her thinking (Demirbaş and Yağbasan, 2006). In this study, the effect of a different variable on attitude was examined by focusing on the relationship between scientific attitudes and intellectual risk-taking behaviors of elementary school students. Theoretical Background While an individual’s attitude cannot always be observed precisely, it largely directs love, hate, and the ideas of the individual (Morgan, 2005). Munby (1980) examined scientific attitudes in four categories as attitudes toward school science, attitudes toward science careers, attitudes toward science itself, and attitudes toward specific issues in science. This examination, indeed, emphasizes the importance of attitudes in terms of long-term learning and indifference toward science or the development of deep understandings (Hong and Lin, 2011). Gardner (1975), however, divided such attitudes into two, as attitudes toward science and scientific attitudes. Moreover, the scientific attitudes included within the context of this study were expressed as a mixture of the will to know and understand, inquiring attitudes, data collection and sense-making, and evaluation and interpretation of results (Education In this study, the relationship between scientific attitudes and intellectual risk-taking behaviors of fourth-grade students in elementary school in Turkey was examined. A total of 184 students participated in the study, which was conducted based on a survey model. For data collection, the “Scientific Attitude Inventory” and the “Intellectual Risk-Taking and Perceptions About Its Predictors Scale in Science Education” were utilized. Descriptive statistical analyses and t-test, ANOVA, simple linear regression, and multiple regression analyses were utilized for the analysis of the data. As a result of this data analysis, it was observed that these elementary school students have scientific attitudes at the “not sure” level and have intellectual risk-taking behaviors at the “mostly correct” level. Gender was not observed to have an effect on scientific attitude; however, it was effective on intellectual risk-taking behavior. In addition, the analysis results demonstrated that there is a meaningful difference between intellectual risk-taking behaviors of students and the educational levels of their fathers. Moreover, when the relations between other pairs of variables were examined, the variables of intellectual risk-taking, gender, educational level of the mother, and educational level of the father together had low-level but meaningful relations with the scientific attitudes of elementary school students. It was indicated that teachers will contribute to students’ adoption of positive scientific attitudes by introducing the lives and studies of scientists, and it was suggested that the effect of changes in educational patterns in classroom environments be examined through experimental studies on intellectual risk-taking behaviors of students. With the results obtained from this study, more light can be shed on what should be done to support students’ intellectual risk-taking behaviors.
小学生科学态度与智力冒险行为之调查
《国际科学教育》第32卷第2期149原文简介小学科学课应力求使学生参与科学思考,鼓励他们从事基础科学工作,并在积极的教育环境中积极培养他们对科学课的态度。与课堂环境和态度的健康构建相关的研究有很长的历史(Gardner, 1975;马和贝特森,1999;Toma等人,2019;Zhang and Campbell, 2011)。Wang和Berlin(2010)指出,科学态度是实现科学教育目标的有效因素。此外,他们报告说,这些因素影响学生的动机。Zhang和Campbell(2011)认为,学生的科学态度也直接影响他们对课程的兴趣,同时影响他们在课程中的长期成功。态度作为学习的情感领域,是影响学生在理科课程学习成果的一个因素(Ministry of National Education, 2018)。因此,在获得科学态度的积极产出方面,进行态度研究的重要性就显现出来了。具有科学态度的人具有好奇和争论的特点;因此,他们不会成为先入之见或教条主义信仰体系的牺牲品。具有积极科学态度的个人更愿意发现和解决他们周围的问题,也更愿意寻找解决方案。此外,虽然科学态度可以帮助个人取得成功,但它们也通过影响他或她的思维来支持他或她的持续改进(demirbaku and Yağbasan, 2006)。本研究以科学态度与小学生智力冒险行为的关系为研究对象,考察不同变量对态度的影响。理论背景虽然个人的态度不能总是被精确地观察到,但它在很大程度上指导着个人的爱、恨和想法(Morgan, 2005)。Munby(1980)将科学态度分为四类:对学校科学的态度、对科学事业的态度、对科学本身的态度以及对科学中具体问题的态度。事实上,这项研究强调了态度在长期学习和对科学漠不关心或发展深刻理解方面的重要性(Hong and Lin, 2011)。然而,Gardner(1975)将这种态度分为两种,对科学的态度和对科学的态度。此外,在本研究的背景下,科学态度被表达为了解和理解的意愿、询问的态度、数据收集和意义构建以及结果的评价和解释的混合体。(教育)本研究考察了土耳其小学四年级学生的科学态度与智力冒险行为之间的关系。共有184名学生参与了这项研究,该研究基于调查模型进行。数据收集采用“科学态度量表”和“科学教育中的智力冒险及其预测因子感知量表”。数据分析采用描述性统计分析和t检验、方差分析、简单线性回归和多元回归分析。通过对这些数据的分析,我们发现这些小学生在“不确定”的水平上存在科学态度,在“大部分正确”的水平上存在智力冒险行为。性别对科学态度没有影响;然而,它对智力冒险行为是有效的。此外,分析结果表明,学生的智力冒险行为与其父亲的受教育程度存在显著差异。此外,当检验其他变量对之间的关系时,智力冒险、性别、母亲受教育程度、父亲受教育程度等变量共同对小学生科学态度具有低水平但有意义的关系。研究指出,教师将通过介绍科学家的生活和研究来促进学生采取积极的科学态度,并建议通过对学生智力冒险行为的实验研究来检验课堂环境中教育模式变化的影响。有了这项研究的结果,我们可以更多地了解应该做些什么来支持学生的智力冒险行为。
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