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Chapter -1 Introduction
1.1 Introduction

1.2 Concept of Scientific Attitude

1.3 Scientific Attitude higher secondary and senior secondary students

1.4 Need and Relevance of the study

1.5 Origin of the problem

1.6 Statement of the Problem

1.7 Objectives of the Study

1.8 Delimitations of the Study

Chapter-1

1.1 INTRODUCTION From the ancient time man try to solve the unknown facts. But it is not so easy to solve all the mysteries of this huge nature. Man is always desirous to know the unknown facts and his thirst of knowledge is not tranquil till he not known accurately about the particular mystery which he desire. The knowledge of science helps them to revelation of unknown and mysterious facts. So science plays an important role to revaluate the mysteries of world. There are so many scientific phenomenon's, which happen, in our daily life and we make efforts to know the causes behind them. All the domains of our life is filled with scientific activities. The world has been revolutionized by science; our life is becoming more and more luxurious and easy going. Therefore the modern era is called "Science Era". The future of any society, its development and direction is vitally linked with scientific progress. India is the one of the most important developing country of the world and now India is in the midst of several transformations and changes. A social order based on subsistence agriculture and authoritarian feudalism is being reshaped into a technologically progressive economy in agriculture and in industry and also into a modern egalitarian democracy. The transformation involves changes in the political, social, educational and psychological processes and also in science and technology. The interaction of science technology and society is as complex as it is fascinating. Along with scientific and technical progress there is also progress in man's search for truth, quest for new knowledge, passion to widen the frontiers of knowledge and refusal to accept anything without proof. Now, man challenges the superstitions dogmas, preconceived theories and values

in a constructive manner. Thus, the greatest gift of modern science to mankind, besides the material benefits, is the scientific attitude developed in them. Scientific attitude is different from science and it's handmade technology. Scientific attitude is not the monopoly of a scientist, technician as engineer. In fact, many scientists and technocrats may be totally devoid of the scientific attitude; on the other hand, a pious priest, a compassionate philosopher, a true artist or a sincere social worker or a teacher of art and culture can be the repository of scientific attitude and carry on his chosen mission imbued with a scientific spirit. Thus, scientific attitude can be cultivated and acquired by any human being. Still, it remained dormant and confined to a few members of the educated elite. The cultivation of the scientific attitude is not the same as the capacity or skill to invent, develop, perfect, promote and use innumerable scientific devices. Scientific attitude extends to all spheres of human activity and pervades every aspect of human life and existence. Scientific attitude is actually equally important for personal and impersonal relationships, family associations, social behavior cultural development and discharge of citizenship obligations and promotions of international harmony. This means that scientific attitude is actually a way of life and a code of conduct in dealing with our fellowmen. In the context of the present day world of conflicts, confrontations and ever widening in equalities, the inculcation and development of scientific attitude is a more urgent and important in the field of human relations and social conduct. The development of scientific attitude of mind is one of the objectives of teaching science. It is very significant outcome of the process of science education. Teaching of science should not only enable the learner to master the facts, concepts principles of science or develop instrumental

and problem solving skills but also develop scientific attitude of mind as well as interest and appreciation in them. The "Nation Science Teacher Association" of USA says that, "As a result of science education, the learners should be in the process of developing a personal philosophy based on truth, understanding and logic rather than one based on superstitions, intuition or wishful thinking." The higher secondary, senior secondary class students of our schools & colleges are the future of our country. After completing their academic course they come to their actual life. Our country is multilingual and multicultural in nature. Scientific society is to be developed in order to help further citizens to adjust themselves and live without succumbing to the dangers of differing opinions or loyalties to different groups. Teaching of science should enable students to develop a personal philosophy of life based on truth, understanding and logic, Superstitions, wishful thinking; blind following and unsystematic functioning is to be bid goodbye. Our future citizens should not only possess scientific literally but they should also possess scientific attitudes. This means that they should be open minded in their pursuits, have the spirit of scientific enquiry, be able to observe and think critically and precisely, be unbiased, avoid thinking decisions when ample evidences are not available, believe in the verified facts and be willing to change their opinions. Since, the future of our country is on the hand of youth, hence they should must have scientific attitude. The role of higher secondary and senior secondary class students is very significant is this context. After completing senior secondary courses these youth generation going to different fields of their vocation and help in the growth and development of the country. Therefore, our youth must have scientific

attitude so that they handle our country in a proper way with scientific manner and build a stronger and most powerful country of the world. 1.2 CONCEPT OF SCIENTIFIC A TTITUDE Scientific attitude is made up of two words i.e. 'scientific' and 'attitude'. Science is thought of an approach to the gathering of knowledge rather than as a field or subject matter. Science put simply, consists of two primary functions: (1) the development of theory and, (2) the testing of substantive hypothesis that are deduced from the theory. The scientist may emphasize an empirical approach in which data collection is the primary method rational approach in which logical and deductive reasoning is primary or a combination of these approaches, which is most common. Science is study in a systematic manner. According to Thurstone (1929), "Scientific attitude is the sum total of a man's inclination and feelings, prejudices and biased preconceived notions, ideas, fears, threats and convictions about any specific topic." Allport (1935), reviewed over a hundred different definitions of attitude and then defined it as, a mental and neural state of readiness, organized through experiences, exerting a directive or dynamic influence upon individual response to all object and situations with which it is related." An attitude is an organized predisposition to think, feel, perceive and behave towards a referent or cognitive object. It is an enduring structure of beliefs that predisposes the individual to behave selectively towards attitude referents. A referent is a category, class or set of phenomenon, physical, objects, events, behaviors, even constructs. Attitude is a condition of readiness for a certain type of activity. Attitudes held by the individuals may be simple or complex, stable or unstable, temporary or permanent, and superficial or fundamental, judgments based upon insufficient facts are likely to yield wrong results and thereby develop biased attitudes. Scientific attitude has been defined in many ways-According to label, "A scientific attitude is an attitude which will tend to foster; scientific

achievement." The term scientific achievement, when used in a broad sense, it includes1. 2. 3. Any addition to the world's store of organized truth. Any addition to the individuals store or organized truth. Any use of organized truth as a basis of determined action.

Gauld studied data, which was available about the attitudes of scientists and defined scientific attitude as, "Tendency to be objective, open minded, unbiased and curious and possession of a critical questioning and rational mind, suspended judgment and honesty." Scientific attitude has been described by great philosopher, Bertnard Russell as, "The attitude of a freeman who will see the God might see, without a here and now, without hopes and fears, without the trammels of customary beliefs and traditional prejudices, calmly, dispassionately in the sole and exclusive desire for knowledge as impersonal, as purely contemplative, as it possible for men to attain." According to] S. Usmani "scientific attitude is a tendency to seek truth, think logically and act reasonably." According to Dictionary of Education, "scientific attitude is a set of emotionally toned ideas about science and scientific method, related directly or indirectly to a course of action." In the literature of science education the term implies. "Such quality of mind as intellectual, curiosity, passion for truth, respect for evidence an appreciation of necessity of free communication in science." National Society of the Study of Education (1960) defined scientific attitude as, "Open mindedness, a desire for accurate knowledge, confidence, in procedure for seeking knowledge and the expectation that the solution of problem will come through the use of verified knowledge." From the above definition of scientific attitude we summarize the scientific attitude under three heads - (1) Intent (2) Action and (3) Awareness. More precisely scientific attitudes is a global term that consists of the following; concepts-

(A) Rationality: a. b. Tendency to test traditional beliefs. Seeking for rational cause of events and identification of cause

effect relationship. c. d. Acceptance of criticism. Challenges of authority.

(B) a.

Curiosity:

A desire for understanding new situations that are not explained

by the existing body of knowledge. b. Seeking to find out the 'why', 'what' & 'how' of an observed

phenomenon. c. Giving the emphasis on the questioning approach for novel situations. d. Desire for completion of knowledge.

(C) a. b. c.

Open-mindedness:

Willingness to revise opinions and conclusions. Desire for new things and ideas. Rejection of singular and rigid approach to people things and ideas.

(D) a. b.

Aversion to superstitions:

Rejection of superstitions beliefs. Acceptance of scientific facts and explanations.

(E) a. b.

Objectivity:

Observation free from personal judgment. Interpretation without making any modifications.

(F) a.

Suspended Judgment:

Unwilling to draw inferences before evidence is collected.

b.

Unwilling to draw things and facts that are not supported

by convincing proof. c. Avoidance of quick judgment and conclusion.

1.3 SCIENTIFIC ATTITUDE HIGHER SECONDARY SENIOR SECONDARY CLASS STUDENTS: As we know, India is one of the most important developing country of the world, sol it's /resources are limited. Therefore, we have to use our resources properly in the task of nation building. Development of nation is directly related to the development of its human resources. India is the largest democratic country of the world and it stands at second position regarding population. The human resources of our country is very large. A country requires human beings to mobilize capital, to exploit

natural resources, to create markets and to carry on trade. If a country is human resources, it cannot develop much else whether it be a modern political structure, a sense of national unity or high standards of material welfare. Human resource development (HRD) hence, is a necessary condition for achieving the political, cultural, and social as-well-as economic goals of a nation. The convict that HRD is the most effective single means to enhance national progress has led to the realization that education has a key role to play in the development of a nation. A country needs educated political leaders, lawyers and judges, trained engineers, doctors, managers, artists, writers, craftsmen and journalists to spur it's development are all above needs the educated person to join hands in the task of nation building. In our formal education system, the development of human resources; ends with the universities. Universities are the place where future growing and these coming generations have the potentialities to develop a powerful country. In this context, it is must that our human resources are full of scientific attitude. Following are the characteristics of person having scientific attitude:-

1. 2. 3.

Spirit of curiosity. Open mindedness. Inquiry into the basis of all things.

4. 5. 6. 7. 8. 9.

Belief in evidences or belief in cause and effect relationship. Demand for verification and proofs. Statistical reasoning. Suspended judgment. Acceptance of warranted conclusions. Willingness to change ones opinion in the light of new

evidences. 10. Love for truth. 11. Scientific thinking and working.

1.4 NEED AND RELEVANCE OF THE STUDY There are many earlier researchers related to the study of scientific attitude of students and teachers of primary school, higher schools are present. Some researchers also study the effect of different variables like, interest, creativity, logical reasoning, and aptitude in relation to scientific attitude. Many researchers study the scientific attitude of different class levels, but how it developed is not studies, so the field that how scientific attitude is developed has not been touched at higher secondary, senior secondary class level. Therefore, to know that how scientific attitude is developed cannot be neglected. In this context, the degree class students are very important. The present situation of collages are not very good. They face many problems, such as, lack of essential facilities, resources, lack of equipments etc. so if the attitude of these student is not scientific they would not be successful in meeting these challenges. Since, after completing degree secondary class sources they come to their fields of interest, hence all his fields of life needs scientific attitude. So, this study is relevant in present situation.

1.5 ORIGIN OF THE PROBLEM In present situation, the needs and requirements of our country is changed continuously. We have new goals, demands and responsibilities necessitated in present situation of our country. To develop a powerful human resource, they must have scientific attitude. For the development of scientific attitude, we have to know

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that how scientific attitude is developing. Because/when we know the pattern of development of scientific attitude, we may inculcate scientific attitude easily. In present situation, higher secondary senior class students are very important regarding scientific attitude specially, science groups students of school & colleges. Since, in present situation the number of science stream students are continuously decreasing therefore, to know/how scientific attitude is developed among higher secondary & senior secondary class student is very important. The researcher is personally interested to know that how scientific attitude is developed in higher secondary & senior secondary class students of school and colleges. 1.6 STATEMENT OF/PROBLEM The present study can be stated as :"Development of scientific attitude among higher secondary and senior secondary level student.''

1.7 OBJECTIVES OF THE STUDY Following are the main objectives of the study 1. To verify the fact that higher secondary and senior secondary students

of different colleges of Agra city have scientific attitude. 2. To study the association between sex of students (i.e. male students and female students) and their scientific attitude. 3. To compare scientific attitude among higher secondary and senior secondary student of different colleges of Agra City. ' 4. To compared scientific attitude among higher secondary (9th) class science students and senior secondary (10th ) class students of different colleges and schools of Agra City. 5. To compare the scientific attitude between higher secondary level (9th) class science students and senior secondary level (11th) class science students of different colleges and schools of Agra City. 6. To compare the scientific attitude among higher secondary (9th) class science students and senior secondary (12th) class science student of different colleges school of Agra City. 7. To compare the scientific attitude between higher secondary (10th)

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science students and senior secondary (11th) class students of different colleges & school of Agra City. 8. To compare the scientific attitude among senior secondary (11th) students and senior secondary (11th) class science students different colleges of school of Agra City. 9. To compare the scientific attitude among senior secondary (11th)

class science students and senior secondary (12th) class students of different colleges and school of Agra City.

1.8 HYPOTHESIS The following null hypothesis were tested 1. There is no significant difference in means of scores, regarding scientific attitude

among male higher secondary class students of colleges and female higher secondary class students of colleges of Agra City. 2. There is no significant difference in means of scores, regarding scientific

attitude among higher secondary student and senior secondary sciences student of different colleges of Agra City. 3. There is no significant difference in means of scores, regarding scientific

attitude among higher secondary (9th) science student and higher secondary (10th) science students of different colleges of Agra City. 4. There is no significant difference in means of scores, regarding scientific attitude between higher secondary (9th) class students and senior secondary (11th) class science students of different colleges of Agra City. 5. There is no significant difference in means of scores, regarding scientific attitude among higher secondary (9th) class science students and senior secondary (12th) class science students of different colleges of Agra City. 6. There is no significant differences in means of scores, regarding scientific

attitude between higher secondary (10th class) science students and senior secondary (11th) class science students of different collages of Agra City. 7. There is no significant difference in means of scores, regarding scientific

attitude between higher secondary (10th) class students and senior secondary (12th) class science students of different colleges of Agra City. 8. There is no significant difference in means of scores, regarding scientific

attitude among senior secondary (1 lth) class science students and senior secondary (12th) class science students of different colleges of Agra City.

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1 .9

DELIMITATIONS O F T H E S T U D Y

The researcher delimits the study regarding following areas :-The study has been conducted only on the students of school and colleges of Agra City and also the study has been conducted only on the students of science stream. Researcher not selected all class students of colleges. Since , the questionnaire of scientific attitude made by, Prof. Karuna Shankar Misra of department of Education of University of Allahabad is consist of scientific questions, specially related to biology background students, hence, researcher selected only the science group of different colleges of school. The population of sample consists of only the students of science group of different colleges St school of Agra City, including only science group. Therefore, the findings of the study will be applicable to colleges of Agra City. Also, the population consist of only students higher secondary (9th) class, to 10th class senior secondary (11th & 12th) hence, the findings of the study will be applicable for the same.

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Chapter-2 Review of Related Literature

2.1 Introduction 2.2 Review of Related Literature

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Chapter-2 2.1 Introduction Before proceeding further on a research problem, it is necessary to go through the review of related literatures. The search for related literatures is one of the first steps in the research process. It is valuable guide to defining the problem recognizing its significance, suggesting promising data gathering devices, appropriate study, design and sources of data.

2.2 Review of Related Literature The research has tried his best to cover maximum of the researches related to his topic of study. A brief description of some of them has been given below KRUGLAK (1951) : Kruglak (1951) has laid emphasis upon laboratory work for developing scientific attitude. According to him the students should develop1. 2. 3. 4. Problem solving skills, solving a new problem. Functional understanding of principles. Prediction on the basis of theory. Recognizing generalization. This was the first research, which was conducted on the school students regarding their scientific attitude. HOWARD AND BEYER (1965) : Howard and Beyer (1965) , concluded that scientific attitude are among the most important outcomes, which should result from science teaching. The following inferences were drawn from this study1. 2. Students of levels of ability can acquire scientific attitude. The science teachers must evaluate both the knowledge and scientific

attitude of the students. 3. The students with scientific attitude will more effectively cope with problem

of school and community. 4. Success in developing scientific attitude depends ultimately on the teachers.

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DIEDERICH (1967): He identified 20 components of scientific attitude and

defined each of them as a part of scientific attitude. The identified components are as follows 1. Skepticism 2. Faith in possibility of solving problems. 3. Desire for experimental verifications. 4. Precision 5. A liking for new things. 6. Willingness to change opinions. 7. Humility. 8. Loyalty of truth. 9. An objective attitude. 10. Aversion of superstitions. 11. Linking for scientific explanation. 12. Desire for completeness of knowledge. 13. Suspended Judgment. 14. Distinguish hypothesis and solutions. 15. Awareness of assumptions. 16. Judgment of what is fundamental and general significance. 17. Respect for theoretical quantification. 18. Acceptance of probabilities. 19. Acceptance of warranted generalizations.

JAIN (1967) : Jain, an investigation into the construction of a scientific attitude scale for Indian Youth. The researcher prepared a scale for thirty multiple choices items. The components of scientific attitude selected for the scale were categorized under four domains ; A. Intellectual Domain-

a. Belief in cause and effect relationship. b. Looking for sufficiency of data in coming to certain conclusion.

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c. Arousing intellectual curiosity.

B. a. b. c.

Affective DomainRespecting other production of data with a view to verify it. Preparedness to share his findings with others. Believing that scientific inventions are not bad in themselves.

C. a. b. c.

Conative DomainShowing intellectual honesty. Doing a test to verify his logical conclusion. With holding judgment.

D. a. b. c.

Metaphysical and Mythological DomainFreedom from superstitions. Freedom from prejudices. Disbelieving fatalism.

This scale was administered on a sample of 300 (165 boys and 135 girls) second year students of Delhi. The researcher has discussed his argument in three broad categories; 1. 2. 3. Nature of science Characteristics of scientists Are scientific attitude necessary or desirable.

BROGANZA (1970); Broganza (1970), made an investigation into the scientific method and scientific attitude developed by learning of general science in high school of Goa. The researcher used ten components of scientific attitude which were as follows1. 2. Intellectual honesty. High order of curiosity.

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3. 4. 5. 6. 7. 8. 9. 10.

Freedom from superstitions. Confidence in intelligence (or belief that one can solve problems) Belief in progress. Belief in cause and effect relationship. Respect for evidence. Suspended judgment. Freedom from prejudice. Modesty or humility.

In this study he found that the students of higher classes have highest scientific attitude than students of lower classes. GAULD (1975); Gauld studied that which was available about the attitudes of scientists and raised serious doubts about whether there actually are the one described as scientific. By scientific he meant tendency to objective, open-mindedness, unbiased and curious and possession of a critical questioning and rational mind suspended judgment and honesty. KOZION AND NAY (1976): In their research entitled. "An Approach to Measuring Scientific Attitude" used multidimensional approach. Three components of each to the attitudes were labeled as the 'cognitive', 'intent' and 'action' components. The cognitive component represents the students understanding of the manner in which attitude manifest themselves in the professional behavior of a scientist. The intent component presents the students tendency to show approval, or disapproval of behavior, which define an attitude. This is indicated by his endorsement of specific courses of action, in certain situation relevant to the attitude. The action component represents the extent to which the students actually demonstrates in the science classroom the behavior, which define an attitude. Researcher selected eight attitudes out of the list given by Nay & Croker and defined them in behavioral terms. These eight attitudes were as follows1 1. Critical mindedness.

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. 2 . 3 . 4 . 5 . 6 . 7 . 8 . SRIVASTAVA (1980): Srivastava (1980) also measured scientific attitude and found that the amount of scientific knowledge or general exposure to scientific courses made an impact on scientific attitude. GHOSHE (1986): Ghoshe (1986) also found that while boys and girls did not differ on scientific attitude and aptitude, there was a positive relationship between scientific aptitude, attitude and academic motivation. NANDEDE, G.G. (1989): A critical study of superstitions prevalent among primary school pupils independent study Pune: M.S. Bureaus of Text Books. Problem: "The study aims at investigating the problem of superstitions prevalent among primary school children." Objectives of the study- to critically study the superstitions prevalent among primary school pupils and to suggest measures for removal of superstitions. Methodology- The researcher selected 10 schools of his study from Kandhar Taluka of the Vanded District (Maharastra State). The researcher identified a list of 600 superstitions prevalent among the people and prepared a questionnaire 8. Questioning attitude 7. Open-mindedness 6. Willingness to change opinion 5. Objectivity 4. Honesty 3. Respect for evidence (Reliance on fact) 2. Suspended judgment (restraint)

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based on them. He administered the questionnaire to four boys and four girls studying in standard eight. He found that they were conversant with 16 out of the 600 superstitions and then he tried the questionnaire on 160 boys and 160 girls studying in 10 selected schools. The selection was made at the rate of two boys and two girls from each class (standards one to eight) from each school. The researcher prepared.an eleven items interview schedule and with it's help interviewed twenty teachers at the rate of two teachers from each often schools included in the sample. The researcher also interviewed twenty parents and twenty elderly persons with the help of a fifteen item interview, schedule. MAJOR FINDIINGS1. 2. 3. Rural pupils were more superstitions than urban pupils. Girls were more superstitions than boys. Children of illiterate parents were more superstitions than those of literate

parents. 4. Pupils studying in standard third to five were more superstitions than those

of studying in standard first to second or in standard six to eight. 5. Children of peasants were more superstitions than those of factory

workers. KUMAR, U.S. (1991): Kumar U.S. showed that the development of scientific attitude is dependent upon their perception and science teaching and nature of learning experiences. NELLAIPPAN, N.O. (1992): His study reveals another surprising findings that sex and locality of the student do not influence their scientific attitude and scientific interests. SRIVASTAVA, V. (1992): Studied the personality traits of primary school teachers of Cuddalore, Educational districts in Tamil Nadu. He found that1. Age, sex, experience and community did not affect the attitude of

teachers towards teaching.

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2.

Government schools teachers differed from aided school teachers

with regard to the attitude towards teaching. 3. Significant difference existed in some traits between men and

women teachers (lack of empathy) government school teachers and private school teachers (empathy and neuroticism), teachers from the forward and the backward/scheduled class communities (resubmission) and teachers having long and short period of service (self confidence, dogmatism and need for achievement).

KOHLI (1997): Kohli has apply remarked in this findings realistically speaking major responsibility for develop scientific attitude among students lies on the teachers. He can manipulate various situations to infuse among the pupils certain characteristics of scientific attitude. Moreover, he can give his own practical examples by possessing and practicing various elements of these altitudes. This way of copying the teachers will leave a permanent work on. Here we see that there is no research regarding the scientific attitude among students of higher secondary & senior secondary level. So, the study of development of scientific altitude of among these class students is very important.

KLOPPER AND COOLEY (1963): Klopper and Cooley used a tool known as "Test on understanding science" which was prepared by themselves in (1961). This test was designed to measure understanding about the method and aims of science. It was not an exclusive measure of affective attributes of scientists. The result of the study indicated that the inclusion of the science in the curriculum could lead students to a better understanding of science and scientists. Howard and Beyer (1965) concluded that scientific attitude is among the most important outcomes, which should result from science teaching. Their sample consisted of 9th year general science. Students of Wiscosin following results were obtained1. Students, who scored high, were not necessarily high graders in science. 2. Students, who scored low, were not necessarily those with low graders in science. The following inferences were drawn from this study1. Students of all levels of ability can acquire scientific attitude.

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2.

The science teacher must evaluate both the knowledge and scientific

attitudes of the students. 3. The students with scientific attitudes will more effectively cope with

problems of school and community. 4. Success in developing scientific attitude depends ultimately on the

teachers. LOWER (1966): Lower studied the development of attitude measuring instrument for science education. Instead of using traditional method, the researcher developed projective tests of attitudes. It was individually administered and composed of association test. The Lowerence Lowery Appreciation Test, sentence completion test. The author also determined the reliability and validity of three tests, while analyzing the judges felt a need for further association or enquiries that would help to classify the data. These tests send to validate each other's. DIEDERICH (1967): Diederich identified twenty components of scientific attitude and defined each of them as part of scientific attitude. The components are as follows:1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Skepticism Faith in possibility of solving problem. Desire for experimental verification. Precision. A lining for new things. Willingness to change opinions. Humility. Loyalty of truth. An objective attitude. Aversion to superstition. Liking for scientific explanation.

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12. 13. 14. 15. 16. 17.

Desire for completeness of knowledge. Suspended judgment. Distinguish hypothesis and solutions. Awareness of assumptions. Judgments of what are fundamental and general significance. Respect for theoretical structure.

18. Respect for quantification. 19. Acceptance of probabilities.

20. Acceptance of warranted generalizations.

DIWELVANI AND SHIVMOHAN (1975): Diwelvani and Shivmohan examined the scientific attitudes of 10th grade students in Israeli school, the scientific attitudes inventory was translated into Hebrew and administration on the sample of 684 students of tenth grade studying physics, chemistry, biology, the following conclusions were drawn:1. The Israili tenth grade sample achieved mean score similar to the

ninth grade sample tested by Moore. 2. The USA and Israili sample populations were remarkably similar in

scientific attitudes as measured by SAI. 3. The image of scientific technology as a favored career source is

higher in 1973, in Israili society than in USA at the turn of the decade. The environment effects of science generated technology have not yet made a deep impression on the Israili public. 4. Just link U.S. ninth grade sample the students seem to lack on

understanding of the difference between science and technology. UMAR, UDAYASAM (1991): Udayasam Kumar (1991) attempted to examine the teaching of general science and the development in general science. The objectives were-

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1.

To find out the extent of scientific attitude of the secondary school

students. 2. To find out whether there was any significant difference in the

perception of teaching science and scientific attitudes of pupils of effective group and average effective group, and 3. To find out the nature of relationship between the scientific attitudes

and achievement of the secondary school students in general science. The sample of the study comprised 402 students drawn at random from eight different schools. The tools used in the study included the Scientific Altitude Test (SAT) by F.M. Phateed and pupils' perception of teaching science constructed by researcher. Mean standard deviation, t-test, correlation, and Chi-Square tests were used for interpreting the collected data.

MAJOR FINDINGS OF THE STUDY 1. It was observed that there was significant difference between the mean score of boys in the average effective group in respect of perception of teaching of science. 2. The urban and rural pupils of average group differed in respect of perception of teaching of science. 3. There was no significant difference between the mean scores of scientific altitude of secondary school students of boys and girls in the high effective group in respect of perception of teaching science. 4. The scientific attitude best scores of boys and girls of the average group differed significantly and there was no significant difference between the mean of science attitude test scores of pupils of urban and rural areas of the average group. 5. There existed a relationship between urban boys and urban girls in scientific test score, which is positively correlated.

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Chapter-3 Design of Research

3.1 Introduction 3.2 Method of Research 3.3 Population and Sample 3.4 Tool Used 3.5 Sampling Technique and Collection of Data 3.6 Statistical Techniques Used

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Chapter-3 3.1 INTRODUCTION To provide correct answers to the research questions and to control variance, research design is planned. The subject matter of the design of research includes1. 2. Planning of the research work. Obtaining relevant information from it regarding the statistical

hypothesis under study, and 3. Making a statistical analysis of the data.

The information obtained from a carefully planned and well designed research, design gives entirely valid inferences, so proper choice of design of research is very important in a research work. The design of research controls the variance, which affect the results of research. 3.2 METHOD OF RESEARCH (Cross-sectional survey method)

Survey method of research gives a view about the research. It gives us some relations about the variables. In this research work researcher has tried to study the development of scientific attitude between higher secondary (9 th & 10th) and senior secondary (11th & 12th) students. But it is very difficult describe and measure attitude because, people conceal their attitudes and express socially acceptable opinions. 'How people feel' or 'what they believe' is their attitude but researcher depend upon 'what people say' are their beliefs and feelings. Even behavior itself is not always a true indication of attitude. Even though there is no sure method of describing and measuring attitude, the description and measurement of opinion may be closely related to people's real feeling or attitudes. With these limitations in mind, researcher used the tool, "Vaigyanik Abivritti Prashnawali", prepared by Prof, and Head Karuna Shankar Misra, Department of Education, University of Allahabad.

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As for as sampling, process used in collection of data was stratified random sampling. After collection of data appropriate statistical techniques were used to analyse the data and then hypothesis were tested. Conclusions were drawn according to the acceptance or rejection of hypothesis. For analysis of data, ANOVA and t-test statistics is used. Since, after ANOVA significant results are obtained hence, post ANOVA t-test is used for further testing the hypothesis.

5.3 POPULATION AND SAMPLE In statistics population is an aggregate of objects, animate (living or having life) or inmate under study the population may be finite or infinite. In this study population consists of students of science group of different colleges & schools Allahabad. The students selected are only the Higher secondary level (9th) (10th) & senior secondary (11th & 12th), class students and these colleges. Hence population is finite in nature. Total about 228 students are selected for administrating the questionnaire including both higher secondary and senior secondary students. A finite subset of statistical individual in population is called a sample and the number of individuals in a sample is called the sample size. The total sample size for the study is 120. This sample is divided into the major categories is male students and female students further the category is subdivided into four groups i.e higher secondary (9th) students 30 (15 male students + 1 5 female students), higher secondary (10th) students 30 (15 male students + 1 5 female students) senior secondary (11th) students 30 (15 male students and 15 female students), and senior secondary (12th) student 30 (15 male student + 15 female students). 3.4 TOOL USED For collection of data "Vaigyanik Abhivritti Prashnawali" is used prepared by Prof. Karuna Shanker Misra, Department of Education, and University of Allahabad. The questionnaire is divided into two parts i.e. part 'A' and part 'B'. The questions of part 'A' is related to different situations and include total 84 questions, where as part 'B' is related to intent which include total 28

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questions, where as part 'B" is related to intent which include total 28 questions. Therefore, total 112 items are there in the questionnaire. Questions were in the form of scaled statements which can be answered in 'yes' or 'no'. For this questionnaire one score was given to each questions having 'yes' response. Only 'yes' response answers are counted. Therefore, the maximum score is 112 and minimum score is 0 for this questionnaire. The correlation between scores of scientific attitude for action (tsaa) and scores of scientific attitude for intent (tsai), that is the parts of the test is 0.633. Total scientific attitude scores (tsa) are also highly positively correlated i.e. tsaa (r= 0.965) and tsai (r= 0.799). This values indicate the above intrinsic validity of the test. The test measures respect for evidence, objectivity, critical mindedness, willingness to change opinion, suspended judgment open mindedness and questioning attitude, dimensions of scientific attitude. The inter correlation among these seven dimensions were calculated for action as well as intent parts of the questionnaire. The values for intent part correlation, ranged from 0.348-0.831 for action part of questionnaire, all except one value are significant at 0.05 level of significance i.e. 0.129 (NS-not significant at 0.05 level of significant). The non-significant value point to no relationship between questioning attitude (action) and objective. The significant value ranges from 0.155 to 0.674. Factorial validity was also found. Although seven dimensions of scientific attitude of first or second part measured only one factor of scientific attitude. So both intent and action parts can be regarded as factor ally valid. As for as, reliability is concerns, for the first part of the questionnaire; of "Vaigyanik Abhibritti Prashnawali" that is from question number 1 to question number 84 (action part), the different reliability coefficients are (a) = 0.9198, Spearman & Brown coefficient = 0.8630 and Gutteman coefficient = 0.8608. Similarly, for the second part of questionnaire i.e. from question number 85 to question number 112 (intent part), the different reliability coefficients are, (a) =

28

0.7912, Spearman & Brown coefficient = 0.8066 and Gutteman coefficient = 0.8065, which indicates that all reliability coefficients are significant, "Vaigyanik Abhibritti Prashnawali" is reliable to test the scientific attitude of student of higher secondary & senior secondary classes.

3.5 SAMPLING TECHNIQUE AND COLLECTION OF DATA For collection of data stratified random sampling has been used. The whole population is divided into four groups including 9th, 10th, 11th & 12th, this was the first stratum. Now, each group of stratum is further divided into two categories i.e. male students and female students. Now, in this stratum, random sampling was used for selection of sampling.

3.6 STATISTICAL TECHNIQUES USED: Calculation of Analysis of Variance (ANOVA) For calculation of F- value following steps and formula are used 1. Calculation of sum of squaresi. ii. iii. iv. v. Correction of factor Total sum of square

Sum of square due to factor A Sum of squares due to factor B Sum of squares due to cells. [

] ]

vi. vii.

Sum of squares due to interaction. SSAXB = SScells SSA - SSB Sum of squares due to error SSw = SST - SSCells

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2. Calculation of mean sum of squares i. Mean sum of square for factor A Where,

ii.

Mean sum of square for factor B Where,

iii.

Mean sum of square for interaction

iv.

Mean sum of square for error where,

3. Calculation of F-ratio or variance rates i. F-ratio for factor A

ii.

F-ratio for factor B

iii.

F-ratio for interaction

By comparing these F-Ratio values (FA ,FB and FAxB) with the tabulated value of F at respective (df) degree of freedom and at certain level of significance, we can reject or may retain null hypothesis at the desired level of significance.

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Table-1 ANOVA Source of Variance Factor A (Class group) Factor B (Sex difference) Interaction Error Total dfAxB=(a-1) (b-1) dfE=N-(axb) N-1 SSAxB SSE SST MSAxB= MSE= FAxB= dfB = (b-1) SSB MSB= FB= Degree of freedom (df) dfA = (a-1) Sum of squares(SS) SSA Mean sum of square (MS) MSA= FA= Variance rates(F)

1. Mean for calculation of mean scores of the different group following formula was used Where, M = Mean = The sum of X = Score N = Number of Scores 2. Standard deviation (S.D.) For calculation of standard deviation (SD), following formula is used Where, SD = Standard Deviation = The sum of X = Score N = Number of Scores ( )

31

3. Standard error of the mean (for smaller sample i.e. N<30), following formula is used Where, SEM = Standard error of the mean SD1 = Standard deviation of first group SD2 = Standard deviation of second group N1 = Total number of scores of first group N2 = Total number of scores of second group 4. T-test-for calculation of t-test following formula is used( )

Where, (M1-M2) = Mean difference, and SEM = Standard error of the mean After finding the value of t from calculation its significance is checked at desired degree of freedom at 0.05 and 0.01 level of significance the t-table.

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Chapter-4 Analysis Interpretation of Data and Results

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Chapter-4 4.1 INTRODUCTION:The present chapter deals with the analysis and interpretation of the obtained data with reference to the objectives of the study. The fundamental aim of any analysis is to organize the data analytically and to present them in a meaning form, so that valid conclusion can be drawn from than. An interpretation, in general, means an adequate exposition of the true meaning of the material presented, in terms of the objectives of the study. According to Kerlinger (1973) : Analysis means the categorizing, ordering, manipulating and summarizing of data to obtain answer to research questions. The Purpose of analysis is to reduce data to intelligible and interpretable form so that the relation of the research Problem can be studied and tested. 4.2 ANALYSIS In this chapter the data has been grouped in four different groups i.e. 9th, 10th, 11th, 12th class which were further divided into male and female students respectively. The table of data is showing the group situations.

4.3 Interpretation of Data After arranging the data into 4x2 contingency table, we divided the classes of students into four groups i.e. 9th, 10th, 11th, and 12th (F), this is shown in the table by factor 'A' and all these groups are represented by Al, 'A2', A3' and A4' respectively. Similarly, we divided each class students into two group i.e. male students and female students shown in the table 'Bl' and 'B2' respectively. Each group of class consist of 30 student i.e. 15 student are, male and 15 students are female. Therefore, in all four classes of students total 120 students are arranged in the contingency table. For

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total group of students the value of total sum of scores in 10917 and the value of total sum of squares of scores is 1009143. For factor 'A', the value of sum of scores for 9th is 1356 and value of sum of squares for 9th male students is 124662 and value of sum of scores for 10th male student is 1285 and value of sum of squares of scores for 10th male student is 111993. Similarly, for senior secondary i.e. for 11th male student the value of sum of scores 1501 and the value of sum of squares of scores is 150809 like that, the value of sum of scores for 12th male students is 126182. The total values of sum of scores for male student is 5514 and the value of sum of squares of scores for male student is 513646.

Similarly, for factor 'B', the value of sum of scores for 9th female student is 1278 and sum of squares of scores for 9th female students is 111714 and the value of sum of scores for 10th female students is 1245 and the value of sum of squares of Similarly, for senior secondary students, the value of sum of scores for 12th female student is 1531 and the value of sum of squires of scores for 12th female students is 156071; like that the value of sum of scores for 12th female students is 1349 and the value of sum of squares of scores for 12th female student is 121657. From the table, it is also clear that the value of sum of scores for whole male and female students of 9th is 2634 and the value of sum of squares of score is 236376 and the value of sum of squares of score is 236376 and the mean of scores (M) is 87.80 and standard deviation (SD) of scores is 13.052. For 10th whole male and female students the value of sum of scores is 2530 and the value of sum of squares of scores is 2518048. For senior secondary students, whole male and female students of 11th. The value of sum of scores is 3032 and standard deviation (SD) of scores is 3.854. Similarly for 12th whole

35

male and female students the value of sum scores is 2721 and the value of sum squares of score is 247839 and mean of scores is 90.70 and the standard deviation (SD) is 1.212. From the table it is clear that for whole senior secondary higher secondary male students the value of sum of scores is 5514 and the value of sum of squares of score is 513646. Similarly, for whole senior secondary higher secondary female students the value of sum of scores is 5403 and the value of sum of squares of score is 495497. From the above table values of scores, different values are calculated. The different values are calculated for factor 'A' for 'B', interaction and error. The calculated values are shown in the ANOVA table 3 in a summaries

36

form, which is also clear from the graph no. 1 given below the summary table of ANOVA.

Table 3.
Source Factor 'A' Factor 'B' Interaction Error df 3 1 SS

SUMMARY OF RESULTS OF ANOVA MS 1561.09 102.67 67.24 98.01 134.19 F 16 Significance Significant at 0.01 level

4683.28 102.67 201.72 3

1.047 Not significant at 0.01 level 0.685 Not significant at 0.01 level

112 10981 Total 119 15968.67

SUMMARY OF RESULTS OF ANOVA

Factor A Factor B Interaction

Graph No. -1

The ANOVA table that for the factor 'B', which includes the male and female students of 9th, 10th, 11th, 12th .the value of ratio is not significant because for the factor 'B' the value of sum of squares is 102.67 and the mean sum of squares for factor 'B' is also 102.67. Therefore, b calculating ration the value obtained is 1.047 which is not significant at 0.01 level, obtained from F- ration values table. Similarly, the value of sum of squares for interaction of A and B factor is 201.72 and the calculated value of mean sum squares is

37

67.24. Therefore, by calculating F- ration value for interaction we have 0.685. The calculated F- ration is less than the table value of R, hence, is not significant. The calculated value of F for factor 'B' and interaction is significant, but from the ANOVA table it is clear that the value of F-ration for factor A' is significant. The value of sum of squares for factor A' is 4683.28 and the value of mean sum of squares for factor 'B' is 1561.09 and the calculated value of F- ratio is 16, which is grater than the table value of F- ration. Therefore, the value is significant at 0.01 level of significance. Since, the value of F- ration for factor A is significant, and the factor A' consist of classes of 9th, 10th, 11th, 12th class Hence, to know that which class is significantly different regarding scientist attitude, we use post ANOVA t- test to see the difference regarding scientist attitude for factor A' . For this, we calculated six t- test between 9th, 10th, & 11th ,9th, 12th 10th & 10th, 10th & 12th. Since the F- value of factor A' is significant hence, to test that which two classes are different regarding scientific attitude, we use ttest. Therefore, we calculated 6 six t-test for different combinations of classes of higher secondary and senior secondary. Table : Summary of results oft-test for 9th and 10th

Class

SEM

t- value

Table value level At 0.01 level=2.66 At 0.05 level=2.00

3.354 0.347 1.034 9th 10th 30 30 87.80 84.33

Conclusion : Not significant at 0.01 level.

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From the table number-^for each class of 9th and 10th 30-30 samples are selected and the mean of scores of 9th is 87.80 and that of 10th is 84.33. The standard error of mean for 9th and 10th is 3.354 and the difference of mean of 9th and 10th is 0.347. Since, the calculated value of t is less that the table value of t at 0.01 level of significance. Hence this calculated value is not significant. Table : Summary of result oft-test for 9th and 10th Class N M 9th 30 87.80 11th 30 101.06 SEm 2.526 D t- value Table value level At 0.01 level=2.66 At 0.05 level=2.00 Conclusion : Not significant at both the levels. From the table number 5 for each class of 9th and 11th 30-30 samples are selected and the mean of scores of 9th is 87.80 and that of 11th is 101.06. the standard error of mean for 9th and 11th is 14.25. Since, the calculated value of t is greater than the table value of t at 0.01, level of significance. Hence this calculated value is significant.

14.25 5.249

Class
9th 12th

N
30 30

Table Js: Summary of result of t-test for 9th and 12th SEM M D t- value Table value level 87.80 At 0.01 level=2.66 At 2.433 2.90 1.191 0.05 level=2.00 90.70 Conclusion : Not significant at 0.01 level.

From the table number for each class of 10th is 84.33 and that of 12th is 90.70. The standard error of mean fro 10th and 12th 2.331 and the difference of mean of 10th and 12th is 05.37. Since, the calculated value of t is greater than the value of t at 0.01, level of significance. Hence this calculated value is significant.

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Table: Summary of results oft-test for 10th and 12th Class 10th 12th N 30 30 SEM D M t-value Table value level 84.33 At 0.01 level=2.66 2.331 05.37 2.732 At 0.05 level=2.00 90.70 Conclusion : Not significant at both the level. for each class of 12th and 12th 30-30

From the table number

samples are selected and the mean of scores of 11th is 101.70 and that of 12th is 90.70. The standard error of mean for 11th and 12th is 0.749 and the difference of mean of 11th and 12th is 10.36. Since, the calculated value of t is greater than the table value o f t at 0.01, level of significance. Hence this calculated value is significant. A summaries form of results obtained by t-test is given in graph no. 2, which show the different positions of values of t-test with respect to different class combinations. The classes are taken on X- axis and the t-test value are taken on Y-axis.
ML-/
/ /i

9th & 10th 9th & 11th 9th & 12th 10th& 11th 11th & 12th

H %

Graph No. -2 4.3 RESULTS 1. Result obtained from ANOVA analysis- The result shows by ANOVA analysis is that there is significant difference regarding scientific attitude is seen between different class i.e. higher secondary and senior secondary

40

student classes. There is no significant difference regarding scientific altitude is seen between male and female students of higher secondary & senior secondary of classes. Since, the students are divided into four groups. Hence, to test that between which class groups of students, the significant difference regarding scientific attitude is seen, we test t- ratio for particular groups combinations. 2. Results obtained from t-ration test- After calculating t-ration between different possible groups, following results are obtaineda. There is no significant difference regarding scientific attitude is seen between higher secondary (9th) class science students and higher secondary (10th) class different colleges & school Agra city. b. There is significant difference regarding scientific attitude is seen between higher secondary (10th) class science students and higher secondary (10th) class science students of different colleges & school of Agra City. c. There is no significant difference regarding scientific attitude is seen between higher secondary (9th) class students and senior secondary (12th) class science student of different colleges & school of Agra City.

d.

There is significant difference regarding scientific attitude is seen

between higher secondary (10th) class students and senior secondary (11th) class science students of different colleges & school of Agra City.

e.

There is significant difference regarding scientific attitude is seen

between higher secondary (10th) class science students and senior secondary (12th) class science students of different colleges & school of Agra City. There is significant difference regarding scientific attitude is seen between higher secondary (11th) class science students and senior secondary (12th) class science students of different colleges & school of Agra City.

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Chapter-5 Conclusion, Implications & Suggestions

5.1 Findings 5.2 Educational Implications 5.3 Suggestions for further Researchers

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Chapter-5
5.1 FINDINGS
It is also seen by t-ratio results that the scientific attitude of senior secondary (11th) Class students and senior secondary (12th) science students is different.

5.2 EDUCATIONAL IMPLICATIONS

The results are easily implied in education - because: 1. 2. 3. 4. 5. To develop satisfactory curiosity among students of different class level. It also helps to get rid of superstition. It is applied to proper way of teaching. It helps to develop proper environment for development of scientific attitude. To develop awareness among plan regarding development of scientific

method. 6. 7. 8. To prepare a proper plan regarding development of scientific method. To develop scientific attitude at different class level at university level. To provide equal opportunities for male and female students regarding

development of scientific attitude.

5.3 SUGGESTION FOR FURTHER RESEARCHES Due to the limitation of time the researcher left many areas regarding development of scientific attitude. The researcher suggested following researches regarding scientific attitude. 1. The development of scientific attitude among rural and urban background of students. 2. The researchers left 8th students in his study, hence, further study is done including science student, because it is link between higher secondary and higher education. 3. The researcher studies the development of scientific attitude among science student. But it may be studies on arts and commerce background students also. 4. A comparative study of development of scientific attitude is done between science and arts students, science and commerce students and arts and commerce students. 5. A comparative study of development of scientific attitude is also done between different socio-economic status students.

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Bibliography

44

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Gautam, V. (2001) : A study of Scientific attitude in relation to interest in science at P.G. stage unpublished education dissertation, University of Allahabad, Allahabad. Misra, K.S. (1997), Developing Scientific Attitude in B.R. Rao (Ed.), Reflections on scientific attitudes, New Delhi, Discovery publishing House. Klopfer, L.E. and W.W. Cooley Tour (1967) : Test on Understanding Science, Form W. Princeton, Educational Testing Service. Verma, V. (1994) : Development of Scientific attitude on laboratory facilities.