The impact of scienceware and foundations on students' attitudes towards science and science classes
dc.contributor.author | Stratford, Steven J. | en_US |
dc.contributor.author | Finkel, Elizabeth A. | en_US |
dc.date.accessioned | 2006-09-11T15:45:55Z | |
dc.date.available | 2006-09-11T15:45:55Z | |
dc.date.issued | 1996-03 | en_US |
dc.identifier.citation | Stratford, Steven J.; Finkel, Elizabeth A.; (1996). "The impact of scienceware and foundations on students' attitudes towards science and science classes." Journal of Science Education and Technology 5(1): 59-67. <http://hdl.handle.net/2027.42/45182> | en_US |
dc.identifier.issn | 1059-0145 | en_US |
dc.identifier.issn | 1573-1839 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/45182 | |
dc.description.abstract | In this paper, we describe changes in students' ideas about science classes, attitudes about science, and motivations for studying science, in a classroom designed to support projectbased science learing. Using a survey designed to provide a measure of students' attitudes towards science classes and science, we have compared students enrolled in a traditional high school biology course, with students enrolled in an integrated, project-based science course called Foundations I. Survey responses were analyzed to look at differences between and within two groups of students over the course of one school year. In general, the results of this study suggest that providing students with opportunities to collect and analyze their own data in science classes results in a change in students' ideas about science classrooms. Foundations I students' increased tendency to agree with statements about ‘using information,’ ‘drawing conclusions,’ and ‘thinking about problems,’ implies a change in their understanding of what it means to do science in school. These students, in contrast to students in the traditional Biology course, no longer describe their science experience as one of memorization, textbook reading, and test taking. Instead they see science class as a place in which they can collect data, draw conclusions, and formulate and solve problems. | en_US |
dc.format.extent | 667138 bytes | |
dc.format.extent | 3115 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Kluwer Academic Publishers; Plenum Publishing Corporation ; Springer Science+Business Media | en_US |
dc.subject.other | Project-based Science | en_US |
dc.subject.other | Science Education | en_US |
dc.subject.other | Education | en_US |
dc.subject.other | Educational Technology | en_US |
dc.subject.other | Technology Education | en_US |
dc.subject.other | Attitudes | en_US |
dc.subject.other | Science Education | en_US |
dc.subject.other | Technology | en_US |
dc.title | The impact of scienceware and foundations on students' attitudes towards science and science classes | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Science (General) | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Science | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | School of Education, Department of Educational Studies, The University of Michigan, 48109-1259, Ann Arbor, Michigan; 1465 Chandler, 48146, Lincoln Park, Michigan | en_US |
dc.contributor.affiliationum | School of Education, Department of Educational Studies, The University of Michigan, 48109-1259, Ann Arbor, Michigan | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/45182/1/10956_2005_Article_BF01575471.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1007/BF01575471 | en_US |
dc.identifier.source | Journal of Science Education and Technology | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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