The Development of Instruments to Assess Attitudes Toward Science of Students and Their Parents

학생과 부모의 과학에 대한 태도 측정 도구 개발

  • Published : 2007.04.30


The purpose of this study was to describe the scales of attitudes toward science and the validation of instruments for students and their parents. These instruments include three scales: cognition about value of science, affection toward science & science learning, and conative participation in scientific activities. A sample of middle school students (N=198) and their parents (N=153) was selected. Data analysis indicated that the instruments developed in this study had proper validity and reliability measures (${\alpha}=0.93$ for student questionnaire, ${\alpha}=0.88$ for parent questionnaire). The results reveal that both students and parents were well aware of the academic/vocational and social value of science, but they had low awareness of the individual value. In spite of that, students have positive feelings regarding enjoyment toward science and science learning, their self-concept and self-efficacy were low. And parents' responses were observed to support their kids in general field but not in science. Especially, female students had low participation in scientific activities and also their parents had low support for scientific activities (p<.0.1). Finally, there were positive correlations between students' attitudes toward science and their parents' affection toward science & science learning and conative participation in science activities.


developing instrument;attitude toward science;student;parent


  1. 교육부 (1999). 중학교 교육과정 해설
  2. 김효남, 정완호, 정진우, 양일호, 김영신 (1999). 초. 중.고 학생들의 과학 정의적 특성 추이 분석을 위한 종단적 연구. 한국과학교육학회지, 19(2), 194-203
  3. Fishbein, M, & Ajzen, I. (1975). Belief, attitude, intention, behavior: An introduction to theory and research. Reading, MA: Addison Wesley
  4. Fraser, B. J. (1981). Test of scienoe related attitudes: Handbook, Australian council for Education Research, Macquarie University
  5. Gardener, P. L. (1975). Attitudes to science: A review. Studies in Science education, 2. 1-41
  6. Keeves, J. P. (1975). The home, the school, and achievement in mathematics and scienoe. Scienoe Education, 59, 439-460
  7. McD:Jnough, S. G. (1995). How parental support affects students' attitudes toward the scienoe fair. ED 390 707
  8. Norwich, B., & Duncan, J. (1990). Attitudes, subjective norm, peroeived preventive factors, intentions and learning science: Testing a modified theory of reasoned action. British Journal of Educational Psychology, 60, 312-321
  9. Schibeci, R. A. (1989). Home, school, and peer group influences on student attitudes and achievement in science. Science Education, 73, 13-24
  10. Hueftle, S. J. (1983). Images of science. Minneapolis: Minnesota Research & Evaluaion Center, University of Minnesota
  11. 이경훈 (1998). 고등학생의 과학에 관련된 태도와 과학 성취도와의 관계. 한국과학교육학회지, 18(3), 415-425
  12. Bloom, B. S. (1956). Taxonomy of educational objectives. New York: David McKay
  13. Allport, G. W. (1935). Attitudes. In C. Murchison (EeL), Handbook of social psychology (Volume II). Worcester, Mas: Clark University Press
  14. Carey, N., & Shavelson, R. (1988). Outcomes, achievement, participation, and attitudes. In R. J. Shavelson, L. M McD:Jnnell, & J. Oakes (Eds.), Indicators for monitoring mathematics and science education, (pp. 147-191). Los Angeles, CA: Rand Corporation
  15. 허명 (1993) 초중고 학생의 과학 및 과학교과에 대한 태도 조사 연구. 한국과학교육학회지, 13(3), 334-340
  16. Enger, S. K., & Yager, R. E. (1998). The iowa assessment handbook, Iowa City. IA: University of Iowa, Science Education Center
  17. Havland, C. I., & Rosenberg, M. J. (1960). Attitude organization and change. New Heaven, Conn,: Yale University Press
  18. 이미경, 김경희 (2004). 과학에 대한 태도와 과학 성취도의 관계. 한국과학교육학회지, 24(2), 399-407
  19. Keith, T. Z., Keith, P. B., Troutman, G. M., Bickley, P. G., Trivette, P. S., & Singh, K. (1993). Does parental involvement affect eighth grade students' achievement? Structural analysis of national data. School Psychology Review, 22, 474-496
  20. Schibeci, R. A (1983). Selecting appropriate attitudinal objectives for school science. Science Education, 67(5), 595-603
  21. Moore, R., & Foy, R. (1997). The scientific attitude inventory: A revision (SAl II). Journal of Research in Science Teaching, 34(4), 327-336<327::AID-TEA3>3.0.CO;2-T
  22. Talton, E. L., & Simpson, R. D. (1987). Relationships of attitude toward classroom environment with attitude toward achievement in science among tenth grade biology students. Journal of Research in Science Teaching, 24, 507-525
  23. OECD/PISA (2003). PISA 2003 Student Questionnaire
  24. Moore, R., & Sutman, F. (1970). The development, field test and validation of an inventory of scientific attitudes. Journal of Research in Science Teaching, 7, 85-94
  25. Newcomb, T. M. (1950). Social psychology. New York: Dryden
  26. George, R., & Kaplan, D. (1996). A structural model of parent and teacher influences on the science attitudes of eighth graders: Evidenoe from NELS:88. In E. Goldring (Chair), The role of parental involvement in educational attitudes, aspirations, and achievement: Results from national and international studies. Symposium conducted at the meeting of the American Educational Research Association, New York
  27. Klopfer, L. E. (1971). Evaluation of learning science. In B. Bloom, Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill
  28. Shringley, R. L., Koballa, R. T., & Simpson, R. D. (1988). Defining attitude for science education. Journal of Research in Science Teaching, 25(8), 659-678
  29. 우종옥, 이경훈 (1995). 과학 관련 태도 개념의 타 당한 측정을 위한 연구 I. 한국과학교육학회지, 15(3), 332-348
  30. 송진웅, 박승재, 장경애 (1992) 초중고 남녀학생의 과학수업과 과학자에 대한 태도. 한국과학교육학회지, 12 (3), 109-117