The Importance of the Science Teacher on the Formation of Positive Attitudes Towards Science in Students

Renata Bellová, Mária Balážová


volume: 30
year: 2021
issue: 4
fulltext: PDF

online publishing date: 17/2/2022
DOI: 10.14712/25337556.2021.4.3
ISSN (Online): 2533-7556

Licence Creative Commons
Toto dílo podléhá licenci Creative Commons Uveďte původ 4.0 Mezinárodní License.


The importance of developing positive attitudes towards science is widely known, and it reflects a general interest and a need to define more explicitly what measures can be taken to improve students‘ attitudes towards science. In our research, we compared attitudes towards science among three target groups – teachers of natural sciences, their students, and future teachers of natural sciences – current students of Education. Therefore, we are in particular interested in the ways in which a teacher can improve students‘ attitudes towards science, as significant studies highlight the great influence of teachers and teaching styles on students‘ attitudes towards science and school science. We, then, analyzed the teaching process from the students‘ and teachers‘ points of view. In the third part of the research we aimed at identifying critical areas in teaching, and we monitored their connections with attitudes towards science and technology. We also examined which aspects influence the teachers‘ lesson planning process. The research results showed that students‘ attitudes towards science are the weakest among our target groups. Practical work in science was identified as the most critical area in the teaching process. The most critical area in teaching from the teachers‘ point of view was also practical work in science, which correlates with the length of the teachers‘ experience, but also with lesson planning. On the basis of identifying critical areas in teaching natural sciences, we proposed further measures for improving students‘ attitudes towards science, since students‘ attitudes were evaluated as the weakest area among our target groups.


science attitudes, science education, teaching, teacher

fulltext (PDF )



Ajzen, I. & Fishbein, M. (1980). Understating attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice- Hall.Barmby, P., Kind, Per M., & Jones, K. (2008) Examining Changing Attitudes in Secondary School Science. International Journal of Science Education, 30(8), 1075-1093.

Baroudi, S. & Helder, M. R. (2019). Behind the scenes: teachers’ perspectives on factors affecting the implementation of inquiry-based science instruction. Research in Science & Technological Education, 39(1), 68–89.

Bellová, R., Melicherčíková, D., & Tomčík, P. (2018). Possible reasons for low scientific literacy of Slovak students in some natural science subjects. Research in Science & Technological Education, 36, 226–242.

Capps, D.K., & Crawford, B.A. (2013). Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? Journal of Science Teacher Education, 24, 497–526.

Centrum vedecko-technických informácií SR. (2020). Štatistiky. Bratislava: MŠSR. Dostupné z:

Cincera, J., Medek, M. Cincera, P., Lupac, M., &Tichá, I. (2017). What science is about – development of the scientific understanding of secondary school students. Research in Science & Technological Education, 35(2), 183-194.

Černý, M. (2020). Univerzitní vzdělávání a jeho reakce na pandemii COVID-19. E-Pedagogium 20(3): 32-45.

Čipková, E., Karolčík, Š., & Scholzová, L. (2020). Are secondary school graduates prepared for the studies of natural sciences? – evaluation and analysis of the result of scientific literacy levels achieved by secondary school graduates. Research in Science & Technological Education, 38(2), 146-167.

Concannon, J. P., Brown, P. L., Lederman, N. G., & Lederman, J. S. (2020). Investigating the development of secondary students’ views about scientific inquiry. International Journal of Science Education, 42(6), 906–933.

Emanovský, P. (2019). On students’ attitudes towards small group teaching in n mathematics lessons. E-Pedagogium, 19(2), 44-58.

European Commisson. (2007). Science education NOW: A renewed pedagogy for the future of Europe. European Commission, Directorate-General for Research: Brussels.

Fančovičová, J. & Kubiatko, M. (2015). Záujem žiakov nižšieho sekundárneho vzdelávania o biologické vedy. Scientia in educatione 6(1): 2–13.

Forbes, C.T., Neumann, K., & Schiepe-Tiska, A. (2020). Patterns of inquiry-based science instruction and student science achievement in PISA 2015. International Journal of Science Education, 42(5), 783-806.

Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34(4), 343–357.<343::AID-TEA5>3.0.CO;2-R

George, R. (2006). A Cross-domain Analysis of Change in Students’ Attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571-589.

German, P. J. (1988). Development of the attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school. Journal of Research in Science Teaching, 25(8), 689–703.

Gott, R. & Duggan, S. (2007). A framework for practical work in science and scientific literacy through argumentation. Research in Science & Technological Education, 25(3), 271 – 291.

Haladyna, T., Olsen, R., & Shaughnessy, J. (1982). Relations of student, teacher, and learning environment variables to attitudes toward science. Science Education, 66(5), 671–687.

Hauser, J. (2008). The national educational programme for secondary schools in the Slovak Republic. ISCED 3A – Upper secondary education. Bratislava, Slovakia: ŠPÚ.

Hillman, S. J., Zeeman, S. I., Tiburg, Ch. E., & List, H. E. (2016). My Attitudes Toward Science (MATS): the development of a multidimensional instrument measuring students’ science. Learning Environments Research 19, 203 – 219.

Kind, P. M., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871–893.

Kruit, M. P., Oostdam, R. J., Berg, E., & Schuitema, J. A. (2018). Assessing students’ ability in performing scientific inquiry: instruments for measuring science skills in primary education. Research in Science & Technological Education, 36(4), 413-439.

Leonard, W. H., Speziale, B. J., & Penick, J. E. (2001). Performance Assessment of a Standards-Based High School Biology Curriculum. The American Biology Teacher, 63(5), 310–316.

Lederman, N. G. (2007). Nature of science: Past, present and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education. Mahwah, NJ: Erlbaum.

Morrell, P.D., & Lederman, N.G. (1998). Students’ attitudes toward school and classroom science: Are they independent phenomena? School Science and Mathematics, 98(2), 76–83.

OECD (2018). PISA 2018 Database. OECD. Dostupné z:

Oscarsson, M., Jidesjö, A., Strömdahl, H., & Karlsson, K. G. (2009). Science in society or science in school: Swedish secondary school science teachers’ beliefs about science and science lessons in comparison with what their students want to learn. Nordic Studies in Science Education Nordina, 5(1), 18 -34.

Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implication. International Journal of Science Education, 25(9), 1049–1079.

Papanastasiou, C. & Papanastasiou, E. C. (2004) Major Influences on Attitudes Toward Science. Educational Research and Evaluation, 10(3), 239–257.

Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3–24.

Rokos, L. & Lišková, J. (2019). Kvalita vrstevnické zpětné vazby při badatelské úloze z biologie člověka v hodinách přírodopisu. Pedagogická orientace, 29(1), 43-72.

Sjøberg, S. (2015). PISA and global educational governance: A critique of the project, its uses and implications. Eurasia Journal of Mathematics, Science & Technology Education, 11(1), 111–127.

Shrigley, R.L. (1990). Attitude and behavior are correlates. Journal of Research in Science Teaching, 27(2), 97–113.

ŠPÚ (2014). Inovovaný Štátny vzdelávací program. Bratislava: ŠPÚ. Dostupné z:

Straková, J., Simonová, J., & Friedlaenderová, H. (2019). Postoje odborné a laické veřejnosti k inkluzivnímu vzdělávání v kontextu obecných postojů k vnější diferenciaci. Studia paedagogica, 24(1), 79-106.

Tomčíková, I. (2020). Implementation of Inquiry-Based Education in Geography Teaching – Findings about Teachers´ Attitudes. Review of international geographical education, 10(4), 533-548.

Wilson, C. D., Taylor, J. A., Kowalski, S. M., & Carlson, J. (2010). The Relative Effects and Equity of Inquiry-Based and Commonplace Science Teaching on Students ‘Knowledge, Reasoning, and Argumentation. Journal of Research in Science Teaching, 47(3), 276–301.

We use cookies to analyse our traffic. More information