The Development And Application Research Of Middle School Students’ Science Attitude Scale

Scientific attitude is an important part of middle school students’ core literacy,which has an important impact on students’ academic achievements and future career choices.Curriculum standards for physics,chemistry,biology and geography in middle and high schools clearly state that school teaching should pay attention to and develop students’ scientific attitudes.A clear understanding of students’ scientific attitudes and guidance to form a correct attitude towards science and technology are important prerequisites and foundations for cultivating high-tech future talents and high-quality citizens.This study focuses on exploring the composition of scientific attitudes,developing a scientific attitude survey scale,and analyzing the performance of middle school students’ scientific attitudes and the relationship between scientific attitudes and scientific achievements and scientific self-efficacy.The research comprehensively utilizes methods such as literature analysis,questionnaire survey and procedural grounded theory.Firstly,the related literature on scientific attitude is reviewed by literature analysis method.According to the obtained literature,using grounded theory,construct the components of scientific attitude through open coding,axis coding and choice coding.Axial coding obtains 8 sub-elements of scientific attitude: enjoyment,opinion,intention,value,related knowledge,confidence,anxiety,and scientific ethics.The core elements of four scientific attitudes are obtained through further selection coding: feelings,values,anxiety,and scientific ethics.On this basis,this study compiles scientific attitude survey items based on the core elements of scientific attitude,forming a scientific attitude scale with 34 items.After testing and data analysis,the Cronbach’s α coefficient of the overall reliability of the scale is 0.763.Except for scientific ethics,the reliability indicators of other factors are excellent,all around 0.8.The item discrimination analysis shows that most items have excellent discrimination between high group and low group.After exploratory factor analysis and confirmatory factor analysis,the content of factors is consistent with the four-factor model formed by grounded theory,which affirms the rationality of the four-factor model of scientific attitude.Linear regression analysis and first-order confirmatory factor analysis proved that there is a strong correlation between value and feeling,scientific ethics and value,scientific ethics and anxiety are more suitable as background factors,and feelings are more likely to be expressed explicitly.Using the Science Attitude Scale developed in this study,a total of 3,845 valid samples including senior one,senior two,and senior three were selected for measurement,and the performance of middle school students’ scientific attitudes,and the relationship between scientific attitudes,academic achievements and scientific self-efficacy were analyzed.Data analysis shows that students score about 4.1 points in the feeling and value factors,showing positive emotional feelings and high value recognition for science;the anxiety score is 2.58 points,indicating that students have certain anxiety about science courses and science learning mood.The score of scientific ethics is 3.61,and students have basic scientific ethics and a correct view of scientific right and wrong.For the students of schools A,B,and C,the students of school A are significantly better than those of schools B and C in the factors of feeling,value and anxiety,and there is no significant difference between schools B and C.The students of the three schools showed obvious step distribution.It shows that the higher the learning level of the students in the school,the higher the scores of the students’ feelings and values,and the lower the scores of their anxiety.These students have more positive attitudes towards science and less negative emotions about science.There is no significant difference in scientific ethics among the three schools.Analyzing the differences in scientific attitudes of students of different grades,it is found that the attitudes of senior one students in terms of feelings,values,and scientific ethics are better than those of senior two and senior three.Gradually decreasing,we also found that the science anxiety of the second and third grades of senior high school was significantly higher than that of the first grade,and even the second grade students had the highest science anxiety.Students’ scientific attitudes also show gender differences.The data show that boys’ attitudes towards science are significantly more positive than girls’,and girls’ anxiety about science is significantly higher than boys’.In this study,linear regression analysis and structural equation modeling were used to analyze the relationship between science attitudes,science academic performance and science self-efficacy.Studies have shown that the impact of feeling on scientific achievement and scientific self-efficacy is significant and closely related,showing the most direct and largest positive impact.The study also found that anxiety has a direct effect on feeling,value,and scientific achievement and scientific self-efficacy,but anxiety factors will have a negative impact on science performance.As an intermediate factor in the path,value further affects scientific achievement or scientific self-efficacy by affecting the perception of science.Finally,the study puts forward four teaching suggestions to improve students’ scientific attitude,which are to alleviate students’ scientific anxiety,cultivate students’ scientific interest,establish correct scientific values,and develop scientific ethics.