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Journals / Journal of Turkish Science Education / 2010 / Cilt: 7 - Sayı: 4

Analyzing High School Students’ Attitudes towards Biology Course in Different Variables

GÜLAY EKİCİ
MURAT HEVEDANLI
Pages
90–92
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

When the related literature is analyzed, it is seen that studies are divided into physics, chemistry and biology through studies which are done for the attitude towards Science in general.

📌 3 Key Takeaways

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Objective & Hypothesis:One of the most important aims of Science Education is to provide developments in affective domain for students.
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Key Findings & Data:Attitudes are defined as “positive or negative attitude of an individual for an object, a situation or a fact” (Güney, 2000), but attitude is an affective variable which is difficult to define. “Attitude towards science”, which has been a subject of many studies in the recent years, can be defined as a combination of sense, belief and values towards an object that is a product of science, science class or an effect on science, public and scientists (Osborne, 2003).
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Conclusion & Impact:When the related literature is analyzed, it is seen that studies are divided into physics, chemistry and biology through studies which are done for the attitude towards Science in general.
🔬Design:Research Article
📍Scope:2000 Verileri
⚙️Variables:Domain Parameters

Abstract

One of the most important aims of Science Education is to provide developments in affective domain for students. Learning in the affective domain includes changing of individuals’ values, beliefs and attitudes. One of the most important concepts that are affected in the affective domain is attitude. Attitudes are defined as “positive or negative attitude of an individual for an object, a situation or a fact” (Güney, 2000), but attitude is an affective variable which is difficult to define. “Attitude towards science”, which has been a subject of many studies in the recent years, can be defined as a combination of sense, belief and values towards an object that is a product of science, science class or an effect on science, public and scientists (Osborne, 2003). As it is known, Science includes physics, chemistry and biology. When the related literature is analyzed, it is seen that studies are divided into physics, chemistry and biology through studies which are done for the attitude towards Science in general.

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Cite This Article

EKİCİ, G., HEVEDANLI, M. (2010). Analyzing High School Students’ Attitudes towards Biology Course in Different Variables. Journal of Turkish Science Education, Cilt: 7 - Sayı: 4, 90–92. https://ajindex.com/articles/213254

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