Science attitudes of selected middle school students in China: A preliminary investigation of similarities and differences as a function of gender

School Science and Mathematics, Feb 1997 by Boone, William J

Eight of the survey items (i.e., 2,12,13,16,18,19, 21, and 23) that were not answered in a significantly different manner by boys and girls exhibited a slightly different response pattern than the seven items mentioned immediately above. While the seven items discussed in the preceding paragraph seemed to be answered mainly with related responses (i.e., agree of strongly agree), these eight items generated responses from male and female students that were not dominated by two related categories. This meant there was not a consensus of attitude with regard to keeping science experiment records (Item 2), doing an experiment several times to check an answer (Item 12), day dreaming during science class (Item 13), talking to ones parents about science (Item 16), discussing science with friends outside of class (Item 18), using mathematics in science experiments (Item 19), wishing they did not have science so often (Item 21), and science being one of their favorite classes (Item 23).

Discussion

The analysis of these data suggests that, among this sample of Chinese students, females often select more intense response categories (strongly agree or strongly disagree) in a higher proportion than males. One explanation for this differing pattern of responses may be more thoroughly developed attitudes on the part of female students. However, one could argue that if students in China progress from selecting adamant categories to less extreme categories with time, then these differences could be indicative of less mature views. Yet another possibility has to do with respondent's tendency (on some surveys) to try to select what is perceived to be desired by the survey designer, teacher, or administrator. Although this latter tendency has been observed in Asian countries, this problem probably was not present with a great percentage of respondents-several survey items in this study are answered in a non proscience way by a large percentage of students.

A range of studies have investigated gender differences with regard to science. In these studies, researchers have sought to explain differences and similarities of males and females. Also, a number of studies which have not considered gender have attempted to investigate factors which might influence science attitudes. Harty and Samuel (1986) reported on a study of science interest, science curiosity, and self concept of science ability. They evaluated sixth graders but did not analyze collected data as a function of gender. In their study of 10th grade Canadian students, Ebenezer and Zoller (1993) found that "the most important variable that affected students' attitudes toward science was the kind of science teaching that they experienced" (p. 182). A study of 13- and 17-year-olds in Israel and the United States considered science teaching, science teachers, and science classes. In reporting that study; Hofstein, Scherz, and Yager (1986) commented that perceptions of science are probably influenced by curriculum, image of teacher, behavior of the teacher, national culture, current national conditions, teacher preparation, and teacher inservice. A study by Talton and Simpson (1986) also discussed factors that might be tied to science attitudes. In that study, American students in grades 6-10 were evaluated. These authors comment that "...the classroom environment variable predicted the greatest amount of variance in attitude toward science in all grades" (p. 367). In a later study, Mordi (1991) found a similar trend. He evaluated the science attitudes of Nigerian sixth graders, and tried to correlate those attitudes to other factors. One of the conclusions of the study was that attitudes toward science seem to be primarily due to school experiences.