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ELELENTARY SCHOOL TEACHERS’ ATTITUDE TOWARDS SCIENCE AND TEACHING OF SCIENCE AND TECHNOLOGY
CHAPTER ONE
INTRODUCTION
- Background of the study
Scientific literacy is the main purpose of science teaching (Aikenhead, 1990; American Association for the Advancement of Science [AAAS], 1993; Bybee, 1997). While there is no single agreed-upon definition of scientific literacy (Bybee, 1997), science educators agree about making individuals gain this competence (AAAS, 1993). Science-literate individuals can understand the core concepts and principles of science, the correlation between science and humanities, and the differences between science and technology (Hodson, 2003). However, science education aims to make students gain scientific literacy by not only teaching them scientific information and the functioning of the scientific process, but also by directing their attitudes towards science throughout the learning process (AAAS, 1990). In this case, it is seen that also in our country the applied or practiced science curriculums in the last decade, have included the field of affective learning and the matter of attitude under this learning field (Ministry of National Education, [MoNE], 2005; 2006; 2013; 2017).
The attitudes towards the field of science can be simply defined as whether individuals like or dislike science (Yaşar, & Anagün, 2008). When examined thoroughly, the science attitudes can be accepted as cognitive and affective dimensions that are effective in the development of scientific literacy while learning, approaching, and distributing scientific information (Hand, Prain, Lawrence, & Yore, 1999). The cognitive dimension includes having a scientific understanding, being able to do a scientific research, and reasoning. The affective dimension is to create positive attitudes towards scientific topics and implementation (Wu et al., 2012). In addition to this, the interests in science, attitudes towards scientists, and features like sense of social responsibility about scientific topics are also associated with the affective dimension of scientific literacy (Lee, & Erdogan, 2007).
1.2 Statement of the problem
It is, in many ways, one of the desired outcomes of education for students to have positive attitudes towards science. The positive attitudes would influence the career choices of students in the fields of science, technology, engineering, and mathematics (Karahan, Canbazoğlu Bilici, & Ünal, 2015). It is also important to develop attitudes towards science to create a public that is knowledgeable about scientific topics, and raise science-literate citizens who appreciate the value of science (Hillman, Zeeman, Tilburg, & List, 2012; National Research Council [NRC], 2012). Moreover, the factors that influence scientific process skills, include also the attitudes towards science (Demir, 2007).
- Objectives of the study
- To understand the impact of school teachers’ attitude towards science on the teaching of science and technology
- To understand the relationship between school teachers’ attitude towards science and the teaching of science and technology
- Research hypothesis
H0: There is no relationship between school teachers’ attitude towards science and the teaching of science and technology
H1: There is a relationship between school teachers’ attitude towards science and the teaching of science and technology
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