High school students were administered attitude tests with variations in wording (strong or mild) and stance (positive or negative). Resultant data showed that the positive versus negative item structure influenced student responses more than mild versus strong wording. (MLH)

Investigates the impact of a five-day workshop on attitudes of 97 kindergarten through sixth grade teachers toward science and related aspects of science teaching using the Science Curriculum Improvement Study (SCIS) materials. (HM)

Reports on a study which examined the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. Results indicated that student attitude toward the classroom environment was a signficicant predictor of the student attitude toward science. (TW)

Reports use of semantic differential instrument to measure junior high school science teachers attitudes toward education, science, evolution, religion, high school teachers, and college teachers. (BR)

Provides a rationale and methodology for measuring student attitudes and affective learning. (SL)

Discusses what research in education says about how student attitudes and values influence achievement in science. Also presents ways in which teachers can help to make science a positive experience for their students. (HM)

The Science Support Scale is not an appropriate instrument for measuring attitudinal changes in high school biology students. Factor analysis indicates that student interpretation of the items does not correspond to the theoretical subtest structure of the scale. (AL)

Data are presented that indicate Blacks have not traditionally entered many scientific and technological fields. A sub-sample of 79 Black college freshmen was surveyed. Competence in mathematics was a significant factor related to their achievement, and some attitudes seemed important. (MNS)