Advertisement

THE RELATIONSHIP BETWEEN GRADE 11 PALESTINIAN ATTITUDES TOWARD BIOLOGY AND THEIR PERCEPTIONS OF THE BIOLOGY LEARNING ENVIRONMENT

  • Afif ZeidanEmail author
Article

ABSTRACT

The aims of the study were to investigate (a) the relationship between the attitudes toward biology and perceptions of the biology learning environment among grade 11 students in Tulkarm District, Palestine and (b) the effect of gender and residence of these students on their attitudes toward biology and on their perceptions of the biology learning environment. The study used a 30-item Attitudes Toward Biology Questionnaire and a 32-item Learning Environment Questionnaire. The association between attitudes toward biology and the biology learning environment were significant, with a correlation coefficient of 0.366. The results of the study indicated that there were significant gender differences in attitudes toward biology and in perceptions of the learning environment, favoring females; however, there were no significant residence differences in attitudes toward biology and in perceptions of the learning environment.

KEY WORDS

attitudes toward biology biology education education in Palestine grade 11 learning environment 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Supplementary material

10763_2009_9185_MOESM1_ESM.doc (54 kb)
ESM 1 Appendix A (DOC 53 kb)
10763_2009_9185_MOESM2_ESM.doc (33 kb)
ESM 2 Appenix B (DOC 33 kb)

REFERENCES

  1. Adolphe, F. S. G., Fraser, B. J., & Aldridge, J. (2003). Classroom environment and attitudes among junior secondary science students: A cross-national study in Australia and Indonesia. Paper presented at the 3rd International Science, Mathematics and Technology Education Conference, East London, South Africa.Google Scholar
  2. Aldridge, J. M., Fraser, B. J., & Huang, I. T. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93(1), 48–62.CrossRefGoogle Scholar
  3. Angell, C., Guttersrud, O., Henriksen, K., & Isness, A. (2004). Physics: Frightful, but fun. Pupils' and teachers' views of physics and physics teaching. Science Education, 88(5), 683–706.CrossRefGoogle Scholar
  4. Arnson, E., Wilson, D. T., & Akert, M. R. (1994). Social psychology. The heart and the mind. New York: Harper Collins.Google Scholar
  5. Baldwin, J., Ebert-May, D., & Burns, D. (1999). The development of a college biology self-efficacy instrument for non majors. Science Education, 83(4), 397–408.CrossRefGoogle Scholar
  6. Cakiroglu, J., Telli, S., & Cakiroglu, E. (2003). Turkish high school student's perceptions of learning environment in biology classrooms and their attitudes toward biology. ERIC Document Reproduction Service No. ED 477696.Google Scholar
  7. Chuang, H-F., & Cheng, Y-J. (2003). A study on attitudes toward biology and learning environment of the seventh grade students. Chinese Journal of Science Education, 11(2), 171–194 [in Chinese].Google Scholar
  8. Dawson, C. (2000). Upper primary boys' and girls' interests in science: Have they changed since 1980? International Journal of Science Education, 22(6), 557–570.CrossRefGoogle Scholar
  9. Delpech, R. (2002). Why are school students bored with science? Journal of Biological Education, 36(4), 156–157.Google Scholar
  10. Dunlop, C., & Fraser, B. J. (2008). Learning environments and attitudes associated with an innovative science course designed for prospective elementary teachers. International Journal of Science and Mathematics Education, 6(1), 163–190.CrossRefGoogle Scholar
  11. Ebenezer, J. V., & Zoller, U. (1993). Grade 10 students' perceptions of and attitudes toward science teaching and school science. Journal of Research in Science Teaching, 30(2), 175–186.CrossRefGoogle Scholar
  12. Fouts, J. T., & Myers, R. E. (1992). Classroom environments and middle school students' views of science. Journal of Educational Research, 85(6), 356–361.CrossRefGoogle Scholar
  13. Fraser, B. J. (1998a). Science learning environments: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 527–564). Dordrecht: Kluwer.Google Scholar
  14. Fraser, B. J. (1998b). Validity and use of classroom environment instrument. Journal of Classroom Interaction, 26(2), 5–11.Google Scholar
  15. Fraser, B. J. (2001). Twenty thousand hours. Learning Environments Research, 4(1), 1–4.CrossRefGoogle Scholar
  16. Fraser, B. J., Anderson, G. J., & Walberg, H. J. (1982). Assessment of learning environments. Manual for Learning Environment Inventory (LEI) and My Class Inventory (MCI) (3rd ed.). Perth: Western Australian Institute of Technology.Google Scholar
  17. Fraser, B. J., Giddings, G. L., & McRobbie, C. J. (1995). Evaluation and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32(4), 399–422.CrossRefGoogle Scholar
  18. Fraser, B. J., McRobbie, C. J., & Fisher, D. L. (1996). Development, validation and use of personal and class forms of a new class environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York.Google Scholar
  19. Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research, an introduction (7th ed.). Boston: Allyn & Bacon.Google Scholar
  20. Goh, S. C., & Tobin, K. (1999). Student and teacher perspective in computer-mediated learning environments in teacher education. Learning Environments Research, 2(2), 169–190.CrossRefGoogle Scholar
  21. Hahn, C. L., & Tocci, C. M. (1990). Classroom climate and controversial issues discussions. A five nation study. Theory and Research in Social Education, 18(4), 344–362.Google Scholar
  22. Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students' experience, interests, and attitudes toward science and scientists. Science Education, 84(2), 180–192.CrossRefGoogle Scholar
  23. Kim, H., Fisher, D. L., & Fraser, B. J. (2000). Classroom environment and teacher interpersonal behavior in secondary school classes in Korea. Evaluation and Research in Education, 14(1), 3–20.CrossRefGoogle Scholar
  24. Koballa, T. R., Jr., & Crawley, F. E. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics, 85(3), 222–232.CrossRefGoogle Scholar
  25. Koballa, T. R., Jr., & Glynn, S. M. (2007). Attitudinal and motivational constructs in science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 75–102). Mahwah: Lawrence Erlbaum.Google Scholar
  26. Likert, R. (1932). A technique for measurement of attitude. Archives of Psychology, 140(1), 1–55.Google Scholar
  27. MacLeod, C., & Fraser, B. J. (2009). Development, validation and application of a modified Arabic translation of the What Is Happening In this Class? (WIHIC) Questionnaire. Learning Environments Research. doi: 10.1007/s10984-008-9052-5.
  28. Moos, R. H. (1974). The social climate scale: An overview. Palo Alto: Consulting Psychologists.Google Scholar
  29. Mucherah, W. (2008). Classroom climate and students' goal structures in high-school biology classrooms in Kenya. Learning Environments Research, 11(1), 63–81.CrossRefGoogle Scholar
  30. Nunnally, J. O. (1978). Psychometric theory. New York: McGraw-Hill.Google Scholar
  31. Prokop, P., Prokop, M., & Tunnicliffe, S. D. (2007a). Is biology boring? Student attitudes toward biology. Journal of Biological Education, 42(1), 36–39.Google Scholar
  32. Prokop, P., Tunser, G., & Chuda, J. (2007b). Slovakian students' attitudes toward biology. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 287–295.Google Scholar
  33. Ramsden, J. M. (1998). Mission impossible?: Can anything be done about attitudes to science? International Journal of Science Education, 20(2), 125–137.CrossRefGoogle Scholar
  34. Riah, H., & Fraser, B. J. (1998). Chemistry learning environments and its association with students' achievement in chemistry. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.Google Scholar
  35. Roelofs, E., Visser, J., & Terwel, J. (2003). Preferences for various learning environments: Teachers' and parents' perceptions. Learning Environments Research, 6(1), 77–110.CrossRefGoogle Scholar
  36. Saunders, W. L., & Jesunathadas, J. (1988). The effect of task content upon proportional reasoning. Journal of Research in Science Teaching, 25(1), 59–67.CrossRefGoogle Scholar
  37. Spall, K., Stanisstreet, M., Dickson, D., & Boyes, E. (2004). Development of school students' constructions of biology and physics. International Journal of Science Education, 26(7), 787–803.CrossRefGoogle Scholar
  38. Taylor, P., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4), 293–302.CrossRefGoogle Scholar
  39. Trenholm, S. (1999). Persuasion and social influence. Englewood Cliffs: Prentice-Hall.Google Scholar
  40. Waxman, H. C., & Huang, S. L. (1998) Classroom learning environments in urban elementary, middle and high schools. Learning Environments Research, 1(1), 95–113.CrossRefGoogle Scholar
  41. Weinstock, H. R. (1967). Differentiating socio-philosophic attitudes toward science from problems pertinent to science teaching. Science Education, 51(3), 243–245.CrossRefGoogle Scholar
  42. Wheeler, L., Goodale, R. A., & Deese, J. (1974). General psychology. Oxford: Allyn & Bacon.Google Scholar
  43. Zeidan, A., Abusamra, M., Jaber, A., & Barghuthi, I. (2004). The level of biological literacy and its relation with attitudes toward biology of the freshman and fourth year students at the college of science in Al-Quds University. Journal of the Association of Arab Universities, 43, 189–227.Google Scholar

Copyright information

© National Science Council, Taiwan 2010

Authors and Affiliations

  1. 1.Faculty of Educational SciencesAl-Quds UniversityJerusalemVia Israel

Personalised recommendations