Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Urban Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Hill, Garyd.
Right arrow Articles by Wiggins, J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Attitudes toward Science of Urban Seventh-Grade Life Science Students Overtime, and the Relationship to Future Plans, Family, Teacher, Curriculum, and School

Garyd. Hill

University of Georgia

Marym. Atwater

University of Georgia

John Wiggins

Georgia Institute of Technology

This study was conducted to determine changes in attitude toward science over time from the end of the first semester to the end of the second semester among seventh-grade life science students in a southeastern urban school system. The average attitude toward science of the 299 seventh graders changed from an undecided to a positive attitude toward science: 54 percent of the student sample remained the same in their attitude toward science, 46 percent had a change in attitude, 36 percent maintained a positive attitude toward science, and 20 percent of the student sample changed from a negative or undecided attitude to a positive attitude. Forty-four percent of the sample ended with a negative or undecided attitude toward science. Attitudinal subscales for this study included attitude toward the science teacher; science curriculum, and school. Significant relationships were found among the attitudinal subscales.

Urban Education, Vol. 30, No. 1, 71-92 (1995)
DOI: 10.1177/0042085995030001006
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Educational PolicyHome page
A. C. Barton
Reframing "Science for all" through the Politics of Poverty
Educational Policy, September 1, 1998; 12(5): 525 - 541.
[Abstract]