Record Details
Attitudes toward science and critical thinking abilities of chemistry and non-chemistry students in the Tacoma Public schools
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | Attitudes toward science and critical thinking abilities of chemistry and non-chemistry students in the Tacoma Public schools |
| Names |
Brown, Terrance Ralph
(creator) Fox, Fred W. (advisor) |
| Date Issued | 1967-05-12 (iso8601) |
| Note | Graduation date: 1967 |
| Abstract | This investigation was designed to compare the growth in attitudes toward science and the critical thinking abilities of high school juniors in chemistry to juniors not enrolled in chemistry. One hundred and fifty-three chemistry students and 149 non-chemistry students were randomly selected to participate in the study. Criterion tests used were the Cornell Critical Thinking Test, Form X and the Reaction Inventory, Attitudes Toward Science and Scientific Careers. The study was of a pre-test-post-test design and the criterion tests were administered to the juniors in September and March of the 1966-67 academic year. To statistically control the academic achievement and academic ability of the students, the following covariance controls were used: 1. The Numerical Ability score on the Differential Aptitude Test. 2. The combined Verbal Reasoning and Numerical Ability score on the Differential Aptitude Test. 3. The Background in Natural Science score on the Iowa Test of Educational Development. 4. The total score on the School and College Ability Test. 5. The accumulative grade point average. T-tests of significance were used to determine whether differences in group means on the criterion instruments were significant. The following conclusions were drawn from the investigation: 1. There was no significant difference in the growth in critical thinking abilities between any of the groups of chemistry and non-chemistry students. 2. Chemistry students made greater gains in growth in critical thinking ability than non-chemistry students. 3. When statistically controlling the Numerical Ability score on the DAT, the high subgroup of chemistry students scored significantly higher (.05 level) than did the non-chemistry students in attitudes toward science. 4. Chemistry students made positive gains in growth in attitudes toward science as measured by the Reaction Inventory while the non-chemistry students indicated no positive gains. |
| Genre | Thesis/Dissertation |
| Topic | Reasoning |
| Identifier | http://hdl.handle.net/1957/51214 |
