Eighteen high school and junior high school participants of a summer science enrichment program at a selected college in Georgia were the subjects of this study which described and measured changes in attitudes towards science as a result of the program. A fifty-item questionnaire, developed on a modified Likert scale of one to four and administered on a pretest-posttest basis, served as the measuring instrument. Differences between pretest and posttest responses indicated changes in attitudes towards science.
Changes occurred in 37.1% of all individual responses. Analysis of responses within the various categories of items revealed the greatest positive change in attitudes occurring in those responses to items related to laboratory involvement, use of scientific equipment, and science-related activities, components which were emphasized most throughout the enrichment program. The greatest negative change occurred in responses to items related to the reading of science articles, an activity which was not stressed in the predominantly hands-on program.
","abstract_html":"<p>Eighteen high school and junior high school participants of a summer science enrichment program at a selected college in Georgia were the subjects of this study which described and measured changes in attitudes towards science as a result of the program. A fifty-item questionnaire, developed on a modified Likert scale of one to four and administered on a pretest-posttest basis, served as the measuring instrument. Differences between pretest and posttest responses indicated changes in attitudes towards science.</p> <p>Changes occurred in 37.1% of all individual responses. Analysis of responses within the various categories of items revealed the greatest positive change in attitudes occurring in those responses to items related to laboratory involvement, use of scientific equipment, and science-related activities, components which were emphasized most throughout the enrichment program. The greatest negative change occurred in responses to items related to the reading of science articles, an activity which was not stressed in the predominantly hands-on program.</p>","abstract_has_math":false,"creators":["White, Jan."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. George E. Stanton","Dr. Glenn D. Stokes","Dr. Carolyn M. Cartledge"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1990,"date_issued":"1990-01-01T08:00:00Z","date_published":"1990-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["High School","Junior High School","Summer Science Enrichment Program","Georgia","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/737","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. George E. Stanton","Dr. Glenn D. Stokes","Dr. Carolyn M. Cartledge"]},{"key":"dc:creator","label":"Author","values":["White, Jan."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["High School","Junior High School","Summer Science Enrichment Program","Georgia","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/737"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Eighteen high school and junior high school participants of a summer science enrichment program at a selected college in Georgia were the subjects of this study which described and measured changes in attitudes towards science as a result of the program. A fifty-item questionnaire, developed on a modified Likert scale of one to four and administered on a pretest-posttest basis, served as the measuring instrument. Differences between pretest and posttest responses indicated changes in attitudes towards science.
Changes occurred in 37.1% of all individual responses. Analysis of responses within the various categories of items revealed the greatest positive change in attitudes occurring in those responses to items related to laboratory involvement, use of scientific equipment, and science-related activities, components which were emphasized most throughout the enrichment program. The greatest negative change occurred in responses to items related to the reading of science articles, an activity which was not stressed in the predominantly hands-on program.
"]},{"key":"dc:title","label":"Title","values":["Attitudes Toward Science Among Participants of a Summer Science Enrichment Program"]}]}],"canonical_facts":{"dc:contributor":["Dr. George E. Stanton","Dr. Glenn D. Stokes","Dr. Carolyn M. Cartledge"],"dc:creator":["White, Jan."],"dc:description.abstract":["Eighteen high school and junior high school participants of a summer science enrichment program at a selected college in Georgia were the subjects of this study which described and measured changes in attitudes towards science as a result of the program. A fifty-item questionnaire, developed on a modified Likert scale of one to four and administered on a pretest-posttest basis, served as the measuring instrument. Differences between pretest and posttest responses indicated changes in attitudes towards science.
Changes occurred in 37.1% of all individual responses. Analysis of responses within the various categories of items revealed the greatest positive change in attitudes occurring in those responses to items related to laboratory involvement, use of scientific equipment, and science-related activities, components which were emphasized most throughout the enrichment program. The greatest negative change occurred in responses to items related to the reading of science articles, an activity which was not stressed in the predominantly hands-on program.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/737"],"dc:language":["English"],"dc:subject":["High School","Junior High School","Summer Science Enrichment Program","Georgia","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"dc:title":["Attitudes Toward Science Among Participants of a Summer Science Enrichment Program"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:18Z"}