Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Bricheno, Patricia Anne (2001)
Languages: English
Types: Doctoral thesis
Subjects: HM, LC

Classified by OpenAIRE into

mesheuropmc: education
This thesis examines pupils' attitudes to science as they move from primary to secondary school, and seeks to identify any factors that might influence these attitudes.\ud \ud A review of the literature on attitudes to science research finds that existing studies with similar aims have tended to use cross-sectional samples, many of which were small or unrepresentative, and furthermore that there has often been inadequate control of potentially influential variables.\ud \ud The present work employs a longitudinal study of over 3000 children, between 10 and 12 years old, from schools in Essex. Data has been collected by means of questionnaires, supplemented by a free response section, and by interviews. Information was also collected from over 300 primary and secondary teachers by means of questionnaires, supplemented by a free response section, and interviews. Information was collected, by interviews and from statistical data in the public domain, about all participating schools.\ud \ud The integrated data from the children, their teachers and their schools has been analysed in three different ways: the quantitative data was subjected to a variety of statistical techniques to compare the two sets of data from primary and secondary school as two cross-sections, and to investigate changes for individual pupils taking a longitudinal approach. The qualitative data was subjected to textual analysis and it was also integrated with the quantitative data. These analyses yield conclusions, which inform pedagogy, school management, teacher training, and social justice.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Education Committee, Fourth Report. House of Commons. Session 1994-1995. (1995) Science and Technology in Schools, Vol. II, London: HMSO.
    • Education Committee, Fourth Report. House of Commons. Session 1994-1995. (1995) Science and Technology in Schools, Vol. I, London: HMSO.
    • Education Group, Centre for Contemporary Cultural Studies (1981). Unpopular Education. Schooling and social democracy in England since 1944, London: Hutchinson.
    • Edwards, D. and Mercer, N. (1987) Common knowledge: the development of understanding in the classroom. London: Methuen.
    • Eiser J. R. (1994) Attitudes, chaos and the connectionist mind, Oxford; Cambridge, Mass: Blackwell.
    • Eiser, J.R. (1980) Cognitive Social Psychology: a guidebook to theory and research. London: McGraw-Hill.
    • Ellis, S.W. (1999) National Curriculum Testing Across the interface at Key Stage 2/Key Stage 3: A view from the Bridge. Curriculum, Vol. 20, No. 1, pp. 38- 51
    • Elwood, J., and Gipps, C. (1999) Review of Recent Research on the Achievement of Girls in Single-Sex Schools, London institute of Education, University of London.
    • Fiske, ST., and Linville, P.W. (1980) What does the schema concept buy us? Personality and Social Psychology Bulletin, Vol. 6, pp.543-557.
    • Foddy, W. (1993) Constructing Questions for Interviews and Questionnaires, Cambridge: Cambridge University Press.
    • Fox, N.J. (2000) Social Research in postmodern mood: reflexivity, collaboration and transgression, Paper prepared for UEA conference on Methodological Issues in Qualitative Research, July 24 & 25, 2000.
    • Francis, B. (2000) The gendered subject: students' subject preferences and discussions of gender and subject ability, Oxford Review of Education, Vol. 26, No. 1,pp.35-48.
    • Francis, L. J. Greer, J. E. (1999a) Attitude toward science among secondary school pupils in Northern Ireland: relationship with sex, age and religion. Research in Science and Technological Education. Vol. 17, No. 1, pp. 67- 74.
    • Francis, L. J. Greer, J. E. (1999b) Measuring attitude towards science among secondary school students: the affective domain. Research in Science and Technological Education. Vol. 17, No. 2, pp. 219-226.
    • Fraser, B. J. (1982) How Strongly are Attitude and Achievement Related? School Science Review, Vol. 63, No. 224, pp. 557-559 Fraser, B.J. (1977) Selection and validation of attitude scales for curriculum evaluation, Science Education, Vol. 61, No. 3, pp. 317-329.
    • Fraser, B.J. (1978) Development of a test of science-related attitudes, Science Education, Vol. 62, No. 4, pp.509-515.
    • Fraser, B.J. (1981) Test of Science-Related Attitudes: handbook, Victoria: Australian Council for Educational Research.
    • Furlong, A., and Biggart, A. (1999) Framing 'Choices': a longitudinal study of occupational aspirations among 13-to 16-year-olds, Journal of Education and Work, Vol. 12, No. 1, pp. 21-35.
    • Gallagher, T., McEwen, A., and Knipe, D. (1997) Science education policy: a survey of the participation of sixth-form pupils in science and other subjects over a 10-year period, 1985-1995. Research Papers in Education. Vol. 12, No. 2, pp. 121-142.
    • Galton, M. (1983) Changing schools - changing teachers, Main address to the March Educational Conference at University of London Goldsmiths' College.
    • Galton, M., and Williamson, J. (1992) Group Work in the Primary Classroom, London: Routledge.
    • Galton, M., Gray, J., and Rudduck, J. (1999) The impact of school transitions and transfers on pupil progress and attainment. Research Report No. 131, London: Department for Education and Employment.
    • Galton. M., and Wilcocks. J., (1983) Moving from the Primary Classroom. London: Routledge & Kegan Paul.
    • Gammage, P. (1986) Primary Education: Structure and Context, London: Harper and Row, Publishers.
    • Gardner, P. L. (1995) Measuring attitudes to science: unidimensionality and internal consistency revisited, Research in Science Education, Vol.25, No. 3, pp. 283-289.
    • Gardner, P. L. (1996) The dimensionality of attitude scales: a widely misunderstood idea. International Journal of Science Education. Vol. 18, No. 8: pp. 913-919.
    • Gardner, P.L. (1975) Attitudes to Science: a review. Studies in Science Education, Vol. 2pp. 1-41.
    • Garverick, C.M. (1964) Retention of school learning as influenced by selected affective tone variables, Journal of Educational Psychology, Vol. 55, No. 1, pp. 31-34.
    • George, R., and Kaplan, D. (1998) A Structural Model of Parent and Teacher Influences on Science Attitudes of Eighth Graders: Evidence from NELS: 88. Science Education. Vol. 82, No.1, pp.93-109.
    • Gibson, A., Asthana, S., (1998) Schools, pupils and examination results: contextualising school 'performance', British Educational Research Journal, Vol. 24, No. 3, pp. 269-282.
    • Giddens, A. (1993) Sociology, 2nd edition. Cambridge: Polity Press.
    • Gillborn, D., and Gipps, C. (1996) Recent Research on the Achievements of Ethnic Minority Pupils, London: HMSO.
    • Ginns, I.S., and Watters, J.J. (1998) Beginning teachers' professional growth: confronting the challenge of teaching elementary school science, Paper presented at the Annual Meeting of the American Educational Research Association, April 1998, San Diego, CA.
    • Goldstein, H. (1987) Multilevel Models in Educational and Social Research, London: Charles Griffin & Company.
    • Gott, R., and Duggan, S. (1995) Investigative Work in the Science Curriculum, Buckingham: Open University Press.
    • Gott, R., and Duggan, S. (1996) Practical work: its role in the understanding of evidence in science, International Journal of Science Education, Vol.18, No.7, pp.791-806.
    • Gott, R., and Mashiter, J. (1994) Practical work in science: a task-based approach? In Levinson, R. (ed) Teaching Science. London: Routledge.
    • Greene, J., and D'Oliveira, M. (1982) Learning to use statistical tests in psychology: a student's guide. Milton Keynes: Open University Press.
    • Greenfield, T A. (1996) Gender, ethnicity, science achievement, and attitudes, Journal of Research in Science Teaching, Vol. 33, No. 8, pp. 901-933.
    • Greenfield, T A. (1997) Gender- and Grade-Level Differences in Science Interest and Participation. Science and Education. Vol.81 No.3 pp.259-75.
    • Greenwald, A. G. Brock T. C. and Ostrom T. M. (eds) (1968) Psychological foundations of attitudes. New York: Academic Press, Griffiths, J. Jones, L. (1994) And you have to dissect frogs! FORUM, Vol. 36, No. 3, pp. 83-84.
    • Gross, H., and Burdett, G. (1996) Coping with school transfer: predicting and using coping strategies, Pastoral Care, Vol. 14, No. 3, pp. 38-44.
    • Madden, R.A. (1981) The change of attitudes to science through the primary/secondary schools interface. PhD Thesis, University of Glasgow.
    • Madden. R.A. and Johnstone, A.M. (1983) Secondary school pupils' attitudes to science: The year of erosion. European Journal of Science Education. Vol. 5, No. 4, pp. 309-318.
    • Harlen, W. (1999). Effective Teaching of Science: A Review of Research, The Scottish Council for Research in Education, Edinburgh.
    • Harlen, W., and Holroyd, C. (1997) Primary teachers' understanding of concepts of science: impact on confidence and teaching, International Journal of Science Education, Vol. 19, No. 1, pp. 93-105.
    • Harlen. W. (1975) Schools Council Research Studies. Science 5-13: a Formative Evaluation. London: Macmillan Education.
    • Harris, S., and Ruddock, J. (1993) Establishing the seriousness of learning in the early years of secondary schooling. British Journal of Educational Psychology. Vol. 63, No. 2, pp. 322-336.
    • Harter, S. (1996) Teacher and classmate influences on scholastic motivation, selfesteem, and level of voice in adolescents, in Juvonen, J., and Wentzel, K.R. (eds) Social Motivation: understanding children's school adjustment, Cambridge: Cambridge University Press.
    • Harvey, T.J., and Edwards, P. (1980) Children's expectations and realisations of science, British Journal of Educational Psychology, Vol. 50, pp. 74-76.
    • Hashweh, M.Z. (1996) Effects of science teachers' epistemological beliefs in teaching, Journal of Research in Science Teaching, Vol. 33, No. 1, pp. 47-63.
    • Haussler, P. (1998) A typology of students' interest in physics and the distribution of gender and age within each type, International Journal of Science Education. Vol. 20, No. 2, pp. 223-238.
    • Havard, N. (1996) Student attitudes to studying A-level sciences, Public Understanding of Science, Vol. 5, pp. 321-330.
    • Hawkey, R., Clay, J. (1998) Expectations of secondary science: realisation and retrospect, School Science Review, Vol. 79, No. 289, pp.81-83.
    • Hawkey, R., Clay, J., (1999) Science in context: changes in scientific perception from primary school to secondary school, Education 3 to 13, Vol. 27, No.2, pp.27-35.
    • Hayes, M., and Johnston, J. (1995) Teachers' perceptions of science and science teaching, Department of Primary Education, Nottingham Trent University.
    • Head, J. (1996) Gender identity and cognitive style, in Murphy, P.P., and Gipps, C. V. (eds) Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys, London: The Palmer Press.
    • Heise, D.R. (1970) The semantic differential and attitude research. In Summers, G.F. (ed) Attitude measurement, Chicago: Rand McNally.
    • Hendley, D., Parkinson, J., Stables, A., and Tanner, H. (1995) Gender differences in pupil attitudes to the national curriculum foundation subjects of English, mathematics, science and technology in key stage 3 in South Wales. Educational Studies. Vol. 21, No. 1, pp. 85-97.
    • Hendley, D., Stables, S., and Stables, A., (1996) Pupils' subject preferences at Key Stage 3 in South Wales, Educational Studies, Vol. 22, No. 2 pp 177-186.
    • Hennessy, S. (1993) Situated cognition and cognitive apprenticeship: implications for classroom learning, Studies in Science Education, Vol. 22, pp. 1-41.
    • Himmelfarb, S. (1993) The measurement of attitudes, in Eagly, A. H. and Chaiken, S. (eds) The Psychology of Attitudes. Fort Worth, Tex.: Harcourt, Brace, Jovanovich College Publishers,
    • Hindley, C.B. (1979) Problems of interviewing in obtaining retrospective information, in Moss, L., and Goldstein, H. The Recall Method in Social Surveys, London: University of London Institute of Education.
    • HMI (1979) Aspects of secondary education. A survey by HM Inspectors of schools. London: HMSO.
    • HMI (1985) The curriculum from 5 to 16. Curriculum Matters 2. An HMI Series. London: HMSO.
    • Inkson, J. (1988) Rites and wrongs of passage: pupils' views on transfer. Primary Teaching Studies \/o\. 4 No. 1, pp. 1-14.
    • James, R. K. Smith, S. (1985) Alienation of Students from Science in Grades 4-12. Science and Education. Vol. 69, No.1, pp.39-45.
    • Jennings.K., and Hargreaves.D., (1981) Children's attitudes to secondary school transfer, Educational Studies, Vol. 7, No. 1, pp. 35-39.
    • Johnson, S. (1988) Pupils' science performance, in Russell, T. (ed) Science at Age 11. A Review of APU Survey Findings 1980-84, London: HMSO.
    • Johnstone, A.M. (1991) Why is science difficult to learn? Things are seldom what they seem, Journal of Computer Assisted Learning, Vol. 7, No. 2, pp. 75- 83
    • Jones, M., and Gott, R. (1998) Cognitive acceleration through science education: alternative perspectives, International Journal of Science Education, Vol. 20, No. 7, pp. 755-568.
    • Jurd, E. (2001) Children's attitudes to science, Primary Science Review, No. 66, pp. 29-30.
    • Keeves, J.P. (1975) The home, the school and achievement in maths and science. Science Education, Vol. 59, No. 4, pp. 439-460.
    • Keeves, J.P., (ed) (1992) The IEA Study of Science III. Changes in Science Education and Achievement: 1970 to 1984. Oxford: Pergamon Press.
    • Kelle, U., (Ed), with Prein G., and Bird,.K., (1995) Computer-aided qualitative data analysis. Theory, methods and practice, London: Sage.
    • Kelly, A. (1986) The development of girls' and boys' attitudes to science: a longitudinal study. European Journal of Science Education. Vol. 8, No. 4, pp. 399-412.
    • Kelly, A. (1988) Ethnic differences in science choice, attitudes and achievement in Britain, British Educational Research Journal, Vol.14, No. 2, pp. 113-126.
    • Kelly, A. (1996) Comparing like with like, Education, Vol. 187, No. 1, pp.14-15.
    • Kelly, A.V. (1990) The National Curriculum: A Critical Review, London: Paul Chapman Publishing.
    • Keys, W. (1987) Aspects of science education in English schools. Windsor: NFERNelson.
    • Keys. W., Harris.S., and Fernandes.C. (1997a)77?/rd International Mathematics and Science Study, First National Report, Part 2, Patterns of Mathematics and Science Teaching in Lower Secondary Schools in England and Ten Other Countries, Slough: NFER.
    • Keys. W., Harris.S., and Fernandes.C. (1997b)77?/rc/ International Mathematics and Science Study, Second National Report, Part 2, Patterns of Mathematics and Science Teaching in Upper Primary Schools in England and Eight Other Countries, Slough: NFER.
    • Keys. W., Harris.S., and Fernandes.C., (1995) Attitudes To School of top primary and first-year secondary pupils. NFER Slough Killerman, W. (1996) Biology education in Germany: research into the effectiveness of different teaching methods. International Journal of Science Education, Vol. 18, No. 3, pp. 333-346.
    • Kimball, M.E. (1968) Understanding the nature of science: a comparison of scientists and science teachers, Journal of Research in Science Teaching, Vol. 5, pp. 110-120.
    • Kinder, K., Wakefield, A., and Wilkin, A. (1996) Talking Back: Pupil views on Disaffection. Slough: NFER
    • King Rice, J. (1997) The disruptive transition from middle to high school: opportunities for linking policy and practice, Journal of Education Policy, Vol. 12, No. 5, pp. 403-417.
    • King, G., Keohane, R.O., and Verba, S. (1994) Designing Social Inquiry, Princeton, N.J.; Chichester: Princeton University Press.
    • Kinnear, P.R., and Gray, C.D., (2000) SPSS for Windows Made Simple Release 10, Hove, East Sussex: Psychology Press.
    • Klopfer, I.E. (1971) Evaluation of learning in science, in Bloom, B.S., Hastings, J.T., and Madaus, G.F., Handbook of formative and summative evaluation of student learning, London: McGraw-Hill.
    • Kniveton, B. H. (1995) Single or mixed sex class study groups and their impact on self-image: a problem for teachers? Therapeutic Care and Education. Vol.4, No. 1, pp. 35-41.
    • Kniveton, B.H. (1998) Single sex schools: why are girls academically so successful? Curriculum, Vol.19, No. 1, pp. 2-12.
    • Koleoso, A., and Olasehinde, O.J. (1998) Relationship between students' attitudes to science and their achievement in physics, Scientia Paedagogica Experimentalis, Vol. 35, No. 2, pp. 305-314.
    • Koulaidis, V., and Ogborn, J. (1989) Philosophy of science: an empirical study of teachers' views, International Journal of Science Education, Vol. 11, No 2, pp. 173-184.
    • Koulaidis, V., and Ogborn, J. (1995) Science teachers' philosophical assumptions: how well do we understand them? InternationalJournal of Science Education, Vol. 17, No. 3, pp. 273-283 Kruger, C., Summers, M., and Palacio, D. (1990) A survey of primary school teachers' conceptions offeree and motion, Educational Research, Vol. 32, No. 2, pp. 83-94.
    • Krynowsky, B.A. (1988) Problems in assessing student attitude in science education: a partial solution, Science Education, Vol.72, No.4, pp. 575- 584.
    • Kutnick, P. (1999) Quantitative and case-based insights into issues of gender and school-based achievement: beyond simplistic explanations, The Curriculum Journal, Vol. 10, No.2: p 253-282.
    • Kyriacou. C. (1997) Effective Teaching in schools: theory and practice. 2nd Edition. Cheltenham: Stanley Thorne Ltd.
    • Kyriacou. C., and Wei, H. (1998) Co-operative learning activities in secondary schools, Curriculum, Vol. 19, No. 3, pp. 157-161.
    • Laforgia, J. (1988). The affective domain related to science education and its evaluation. Science and Education. Vol. 72, No. 4, pp.407-21 Lakin, S., and Wellington, J. (1991) Teaching the nature of science: a study of teachers' views of science and their implications for science education. Sheffield: Division of Education, University of Sheffield.
    • Lakin, S., and Wellington, J. (1994) Who will teach the 'nature of science'?: teachers' views of science and their implications for science education, International Journal of Science Education, Vol. 16, No. 2, pp. 175-190.
    • Lantz, O., and Kass, H. (1987) Chemistry teachers' functional paradigms, Science Education, Vol. 71, pp. 117-134.
    • Lapiere, R.T. (1934) Attitudes vs. actions. Social Forces, Vol. 13, pp.230-237.
    • Laplante, B. (1997) Teachers' beliefs and instructional strategies in science: pushing analysis further, Science Education, Vol. 81, No. 3, pp. 277-294.
    • Lazarowitz, R., Hertz-Lazarowitz, R., and Baird, J.H. (1994) Learning science in a cooperative setting: academic achievement and affective outcome, Journal of Research in Science Teaching, Vol. 31, No. 10, pp. 1121- 1131.
    • Lederman, N.G. (1992) Students' and teachers' conceptions of the nature of science: a review of the research, Journal of Research in Science Teaching, Vol. 29, No. 4, pp. 331-359.
    • Lee, B., Harris, S., and Dickson, P. (1995) Continuity and Progression 5-16: developments in schools. Slough: NFER.
    • Lenton, G.M., and McNeil, J. (1993) Primary School teachers' understanding of biological concepts: selected research findings. British Journal of InService Education. Vol. 19, No. 2, pp. 27 - 34.
    • Leo. E.L., and Galloway. D. (1996) Conceptual links between Cognitive Acceleration through Science Education and motivational Style: a critique of Adey and Shayer, International Journal of Science Education, Vol.18, No. 1, pp. 35-49.
    • Lewis-Beck, M. S., (ed) (1994) Factor Analysis and Related Techniques, London: SAGE Publications.
    • Lightbody, P., and Durndell, A. (1996a) Gendered career choice: is sexstereotyping the cause or the consequence? Educational Studies, Vol. 22, No. 2, pp. 133-146.
    • Lightbody, P., and Durndell, A. (1996b) The masculine image of careers in science and technology: fact or fantasy? British Journal of Educational Psychology. Vol. 66, No. 2, pp.231-246.
    • Lightbody, P., and Durndell, A. (1998) Using stereotypes to dispel negative perceptions of careers in science and technology, in Radford, J. (ed) Gender and choice in education and occupation. London: Routledge.
    • Likert, R. (1932) A technique for the measurement of attitudes, Archives of Psychology, No. 140, edited by R.S. Woodworth, New York.
    • Littledyke, M. (1994) Primary teacher responses to the national curriculum for science. School Science Review. Vol. 75, No. 273, pp. 106-116.
    • Lloyd, J., Smith, R., Fay, C.L, Khang, G.N., Wah, L.L.K., and Sai, C.L (1998) Subject knowledge for science teaching at primary level: a comparison of pre-service teachers in England and Singapore, International Journal of Science Education, Vol. 20, No. 5, pp. 521-532.
    • Lord, T. (1998) Cooperative learning that really works in biology teaching, The American Biology Teacher, Vol. 60, No. 8, pp. 580-588.
    • Loving, C.C. (1991) The scientific theory profile: a philosophy of science model for science teachers, Journal of Research in Science Teaching, Vol.28, No.9, pp.823-838.
    • Maclure, J.S. (1968) Educational Documents: England and Wales 1816-1967, 2nd edition, London: Chapman and Hall Ltd.
    • Maden, G. (1995) Posh girls and boys choose physics. The Times Educational Supplement, p. 15. January 27 1995.
    • Mann, C. (1998) The impact of working-class mothers on the educational success of their adolescent daughters at a time of social change, British Journal of Sociology of Education, Vol. 19, No. 2, pp. 211- 226.
    • Martin Diaz, M., and Kempa, R. F. (1990) Students' motivational traits and preferences for different instructional modes in science education: part 2. International Journal of Science Education. Vol. 12, No. 2, pp. 205-216.
    • Matthews, B. (1996) Drawing scientists, Gender and Education, Vol. 8, No 2 pp 231-243.
    • Matthews, B. (2001) Improving Science and Emotional Development (The ISED project), London: Goldsmiths College, University of London and the Gulbenkian Foundation.
    • Matthews, B., and Davies, D. (1999) Changing children's images of scientists: can teachers make a difference? School Science Review, Vol. 80, No. 293, pp.79-85.
    • Matthews, B., and Sweeney, J. (1997) Collaboration in the science classroom to tackle racism and sexism. Multicultural Teaching. Vol. 15, No. 3, pp. 33- 36.
    • Maxwell, S.E., and Howard, G.S. (1981) Change scores - necessarily anathema? Educational and Psychological Measurement, Vol. 41, pp.747-756 McCallum, B. (1996) The transfer and use of assessment information between primary and secondary schools, British Journal of Curriculum and Assessment, Vol. 6, No. 3, pp. 10-14.
    • McGregor, D. (2000) CASE and professional development of secondary science teachers, SCIcentre 2000 and ASET Conference Report, compiled by Frankie McKeon, University of Leicester: SCIcentre Miller, D., Parkhouse P., Eagle, R., and Evans, T. (1999) Pupils and the core subjects: a study of the attitudes of some pupils aged 11-16, Paper presented at BERA, September 1999, University of Sussex.
    • Moller Anderson, A., and Sorensen, H. (1995) Action research on learning and teaching Nature/Technology, in Andersen, A., and Schnack, K. (eds) Assessment and Leaning: Studies in Educational Theory and Curriculum, Volume 22, Royal Danish School of Education.
    • Moore, R. (2000) For knowledge: tradition, progressivism and progress in education - reconstructing the curriculum debate, Cambridge Journal of Education, Vol. 30, No.1, pp. 17-36.
    • Moore, R.W., and Sutman, F.X. (1970) The development, field test and validation of an inventory of scientific attitudes, Journal of Research in Science Teaching, Vol. 7, pp. 85-94.
    • Morrison, I. (2000) 'School's great - apart from the lessons': sustaining the excitement of learning post-transfer, Improving Schools, Vol. 3, No. 1, pp.46-49.
    • Munby, H. (1997) Issues of Validity in Science Attitude Measurement. Journal of Research in Science Teaching. Vol. 34, No. 4, pp. 337-41.
    • Munby.H. (1983)Thirty studies involving the 'scientific attitude inventory1 . What confidences can we have in this instrument? Journal of Research in Science Teaching, Vol. 20, pp.141-162.
    • Murcia, K., and Schibeci, R. (1999) Primary student teachers' conceptions of the nature of science, International Journal of Science Education, Vol. 21, No. 11, pp.1123-1140.
    • Murdoch, A. (1986) Forty-two children and the transfer to secondary education, in Youngman, M. (ed) Mid-Schooling Transfer: Problems and Proposals, Windsor: NFER-Nelson.
    • Murdoch, W.F. (1966) in Nisbet. J.D., and Entwistle. N.J. (1969) The transition to secondary education. London: University of London Press Ltd.
    • Murphy, C., Beggs, J., Mickey, I., O'Meara, J. and Sweeney, J. (in press) National Curriculum: Compulsory school science - is it improving scientific literacy? Educational Research 43, 1 Murphy, P. (1994) Gender differences in pupils' reactions to practical work, in Levinson, R. (ed) Teaching Science, London: Routledge.
    • Murphy, P., and Elwood, J. (1998) Gendered learning outside and inside school: influences on achievement, in Epstein, D., Elwood, J., Hay, V., and Maw, J. (eds) Failing Boys? Issues in Gender and Achievement. Buckingham: Open University Press.
    • Murphy, P., Issroff, K.,Scanlon, E., Hodgson, B., and Whitelegg, E. (1995) Group work in primary science - emerging issues for learning and teaching, in Andersen, A., and Schnack, K. (eds) Assessment and Leaning: Studies in Educational Theory and Curriculum, Volume 22, Royal Danish School of Education.
    • Myers, R.E. and Fouts, J.T. (1992) A cluster analysis of high school science. Journal of Research in Science Education. Vol. 29, No. 9, pp. 929-937.
    • Naughton, P. (1998) Time for change: a study of primary to second-level schooling transition, Irish Educational Studies, Vol. 17, pp. 312-326.
    • Oppenheim. A. N. (1992) Questionnaire Design, Interviewing and Attitude Measurement, 2nd Edition. London: Pinter Publications Ltd, Ponchaud, B. (1997) OFSTED inspection findings - a tool for self-evaluation? School Science Review, Vol. 79, No. 286, pp. 17-20.
    • Power, C. (1981) Changes in students' attitudes towards science in the transition between Australian elementary and secondary schools. Journal of Research in Science Teaching, Vol. 18, No. 1, pp.33-39.
    • Pratkanis, A.R., and Greenwald, A.G. (1989) A sociocognitive model of attitude structure and function. In Berkowitz, L. (ed) Advances in experimental psychology (Vol.22, pp.245-285). New York: Academic Press.
    • Ramsden, J. (1994) Context and activity-based science in action, School Science Review, Vol. 75, No. 272, pp.7-14.
    • Robinson, P., and Smithers, A. (1999) Should the sexes be separated for secondary education - comparisons of single-sex and co-educational schools? Research Papers in Education, Vol.14, No.1, pp.23-49.
    • Rogers, C., Galloway, D., Armstrong, D., and Leo, E. (1998) Gender differences in motivational style: a comparison of measures and curriculum area, British Journal of Educational Psychology, Vol. 68, No. 2, pp. 189-202.
    • Rogers, C., Galloway, D., Armstrong, D., Jackson, C., and Leo, E. (1994) Changes in motivational style over the transfer from primary to secondary school: subject and dispositional effects, Educational and Child Psychology, Vol. 11, No. 2, pp. 26-38.
    • Schagen, S., and Kerr, D. (1997) Curriculum continuity - reality or myth? Paper presented at BERA conference, September 1997, York.
    • Schibeci, R.A. (1984) Attitudes to Science: an update, Studies in Science Education, Vol. 11, pp.26-59.
    • Smith, J.K. (1983) Quantitative versus qualitative research: an attempt to clarify the issue, Educational Researcher, pp.6-13.
    • Snyder, L. (1995) Learning me your...science language, Multicultural Teaching, Vol. 13, No. 3, pp.13-15.
    • Whitelegg, E. (1996) Gender effects in science classrooms, in Welford, G., Osborne, J., and Scott, P. (eds) Research in Science Education in Europe: Current issues and themes, London: The Palmer Press.
    • Whittaker, M. (1976) An investigation into teacher attitudes to objectives for primary science, School Science Review, Vol. 58, No. 203, pp.360-366.
    • Whyte, J. ((1985) in Whyte, J., Deem, R., Kant, L, and Cruickshank, M. (eds) Girl Friendly Schooling London: Methuen and Co. Ltd.
    • Young, T. (1998) Student teachers' attitudes towards science (STATS), Evaluation and Research in Education, Vol. 12, No. 2, pp.96 -111.
  • No related research data.
  • No similar publications.

Share - Bookmark

Funded by projects

  • WT

Cite this article