Science Attitudes

What Are Attitudes?

Attitudes are mental predispositions toward people, objects, subjects, events, and so on. In science, attitudes are important because of three primary factors (Martin, 1984, pp. 13–14). First, a child’s attitude carries a mental state of readiness with it. With a positive attitude, a child will perceive science objects, topics, activities, and people positively. A child who is unready or hesitant, for whatever reason, will be less willing to interact with people and things associated with science. This readiness factor occurs unconsciously in a child, without prior thought or overt consent.

Second, attitudes are not innate or inborn. Contemporary psychologists maintain that attitudes are learned and are organized through experiences as children develop (Halloran, 1970; Oskamp, 1977). Furthermore, a child’s attitude can be changed through experience. Teachers and parents have the greatest influence on science attitudes (George & Kaplan, 1998).

Third, attitudes are dynamic results of experiences that act as directive factors when a child enters into new experiences. As a result, attitudes carry an emotional and an intellectual tone, both of which lead to making decisions and forming evaluations. These decisions and evaluations can cause a child to set priorities and hold different preferences. In the scenario, Jessica’s attitude toward science and the way she values it shifts from a negative to a neutral and to even a positive viewpoint. In time, with continued positive experiences and adjustments in her attitude, Jessica may become more open to science, think differently about it, and accumulate more useful ideas and skills—all products of her learning. But all of this begins with her attitude.