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| Titel: |
Pupils' Attitudes to the Social Implications of Science |
| Auteur: |
Ormerod, M. B. |
| Verschenen in: |
International journal of science education |
| Paginering: | Jaargang 1 (1979) nr. 2 pagina's 177-190 |
| Jaar: |
1979 |
| Inhoud: |
English Attitude statements, mostly concerned with the social implications of science, were administered to 2100 pupils of age 14+. The sample was divided into the top 25oO ('GCE') and the next 30-40oo ('REST') of the ability range and further divided by sex and by coeducation and single-sex education. Factor analysis yielded measures of five independent attitudes to (1) science as a school subject (SUBATT) and to its implications (SOCATT) regarding (2) aesthetic/humanitarian issues; (3) practical benefits (4) value to the state for money invested (S) the activities of scientists. The attitude scores were correlated with the biology, chemistry and physics choices made at this age and with liking for these subjects' teachers. There were 26/60 significant but low overall correlations with physics and chemistry choices, but only 5/30 for biology. A further 26 significant correlations arose either at high or low teacher liking, the former predominating with boys and the latter with girls. A Kruskal-Wallis analysis indicated that some attitudes in the 'GCE' group were unaffected by the school attended and possibly derived from the media. Adverse attitudes to the social implications of science may be a factor in the swing away from physical science and technology. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 10 van 17 gevonden artikelen
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