This paper focuses on interactions in a science professional development (PD) course in which participating teachers engaged in doing science. Whereas the PD design of this course aligned with research on effective PD practices, we found that these practices did not sufficiently account for the affective and relational dynamics that unfolded in…

Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical…

Employing the same strategy that served to encompass the cognitive domain within two dimensions, this paper presents a synoptic structure for the affective domain in relation to science education. Student affective behaviors and the phenomena that constitute the focus of these affective behaviors in science education are detailed. (BT)

Describes a framework for science education programs that illustrates the interpenetration of affective experiences with the corresponding subject matter. Cognitive objectives are related to affective activities for personalizing and extending learning, and a daily journal is suggested as a means for identifying progress. (MLH)

Presented are five arguments for implementing the affective objective of "develop a good attitude toward learning and teaching science" for preservice science teachers. (SL)

Defines educational importance, multidimensionality, and economy to be essential criteria in the selection of attitude scales for curriculum evaluation. Five scales meeting the requirements are selected and tested with 1,158 Australian seventh-grade students. Scores on the attitude scales and correlations of scores with socioeconomic status,…

Describes many approaches to affective science teaching. Includes specific examples that correspond to Bloom's taxonomy of affective objectives. (MLH)

Reports on the development and validation of a Likert-type instrument to assess the attitudes and opinions of high school chemistry students, chemistry teachers, and university scientists toward the behavioral objectives of laboratory work in high school chemistry instruction. Ratings of a sample of secondary students, teachers, and scientists are…

Reviews several schemes for organizing science laboratory objectives and activities and for analyzing several techniques designed to measure these laboratory outcomes. The need for further study and analysis of psychomotor behaviors in science education is emphasized. (HM)

Presents a chronological history of selected objectives for teaching biology in the high school of the United States during the period of 1918-1972. Analyses show (1) knowledge; (2) process; and (3) attitude and interest as the most important categories of objectives for secondary school biology teaching. (HM)

The attitudes of Jamaican students in grades 11 and 13 to science as well as the relationship between these attitudes and student achievement in science examinations were investigated. Attitudes appeared to play a vital role in achievement where girls were concerned, pointing out the need for role models for science achievement for girls. (PB)

Presents a brief overview of the area of attitude research in science education. Highlights the need to evaluate students in relation to the affective domain. Discusses evaluation techniques, problems associated with evaluation, and some existing instruments and their associated limitations. (CW)

Examines the role of affective behavioral objectives in science education. Includes a survey of what "affective" means from various perspectives. Defines "scientific attitudes" versus "attitudes to science" to clarify a conceptual framework for research. Presents problems with previous research and raises basic…