Class
Article
College
College of Agriculture and Applied Sciences
Department
School of Applied Sciences, Technology and Education
Faculty Mentor
Tyson Sorensen
Presentation Type
Oral Presentation
Abstract
General education science courses are often required in higher education in fulfillment of a general science requirement for a degree program. However, students may have negative attitudes toward science when they do not perceive a connection with their degree, career goals, or their everyday life. Students' negative attitudes toward learning science can decrease their desire to further their science knowledge (Gogolin & Swartz, 1992). Because a basic understanding of science is important to function and make informed decisions in society, it is imperative that we recognize ways to improve students' attitudes toward science. Students enrolled in a breadth level life science class, the majority of which were non-science majors, were surveyed, to discover students' attitudes toward science and determine effects of class structure on those attitudes. Of the constructs measured (i.e., motivation, utility, self-efficacy, norms, and intentions), only motivation was significantly different (p
Location
Room 154
Start Date
4-11-2019 10:30 AM
End Date
4-11-2019 11:45 AM
Included in
Changes in Attitude Towards Science Among College Students in a General Education Life Science Course
Room 154
General education science courses are often required in higher education in fulfillment of a general science requirement for a degree program. However, students may have negative attitudes toward science when they do not perceive a connection with their degree, career goals, or their everyday life. Students' negative attitudes toward learning science can decrease their desire to further their science knowledge (Gogolin & Swartz, 1992). Because a basic understanding of science is important to function and make informed decisions in society, it is imperative that we recognize ways to improve students' attitudes toward science. Students enrolled in a breadth level life science class, the majority of which were non-science majors, were surveyed, to discover students' attitudes toward science and determine effects of class structure on those attitudes. Of the constructs measured (i.e., motivation, utility, self-efficacy, norms, and intentions), only motivation was significantly different (p