The role of motivation and perceptions about science laboratory environment on lower secondary students’ attitude towards science

Aiken, L. R., & Aiken, D. R. (1969). Recent research on attitudes concerning science. Science Education in Chemistry, 53(4), 295-305.

Asabe, M. B. (2013). A study of students’ attitude towards the three categories of questions in W.A.E.C. Practical Chemistry Examination in Zaria Inspectorate Division of Kaduna State, Nigeria. IOSR Journal of Applied Chemistry, 5(3), 1-4.

Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: a synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347-370.

Binkley, M., Erstad, O., Herman, J., Raizen, S., & Ripley, M. (2010). The assessment and teaching of 21st-century skills. Retrieved on 15 Jan 2016 from http://cms.education.gov.il/NR/rdonlyres/19B97225-84B1-4259-B423-4698E1E8171A/115804/defining21stcenturyskills.pdf

Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199–210.

Can, H. B. (2012). Students’ attitudes toward school chemistry: The effect of interaction between gender and grade level. Asia-Pacific Forum on Science Learning and Teaching, 13(1), Article 16, 11-16.

Cheng, Y. J., & Yang, K. Y. (1998). Attitudes toward biology of junior high school students. Journal of Research in Education Sciences, 43(2), 37-54.

Cheung, D. (2009). Students’ attitudes toward chemistry lessons: The interaction effect between grade level and gender. Research in Science Education, 39(1), 75-91.

Cheung, D. (2011). Evaluating student attitudes toward chemistry lessons to enhance teaching in the secondary school. Educ. quím, 22(2), 117-122.

Chua, K. H., & Karpudewan, M. (2015). The interaction effects of gender and grade level on secondary school students’ attitude towards learning chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 219-227.

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed). Hillsdale: Lawrence Erlbaum.

Donovan, L., Green, T. D., & Mason, C. (2014). Examining the 21st century classroom: Developing an innovation configuration map. Journal of Educational Computing Research, 50(2), 161-178.

Drake, S. M., Savage, M. J., Reid, J. L., Bernard, M. L., & Beres, J. (2015). An Exploration of the Policy and Practice of Transdisciplinary in the IB PYP Programme. Retrieved from Graduate and Undergraduate Studies in Education Department Brock University.

Fraser, B. J. (1981). Test of Science-Related Attitudes (TOSRA) Handbook. Australian Council for Educational Research. Victoria, Australia.

Fraser, B. J., & McRobbie, C. J. (1995). Science laboratory classroom environments at schools and universities: A cross-national study. Educational Research and Evaluation: An International Journal on Theory and Practice, 1(4), 289-317.

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.

Glasman, L. R., & Albarracin, D. (2006). Forming attitudes that predict future behavior: A meta-analysis of the attitude-behavior relation. Psychological Bulletin, 132(5), 778-822.

Henderson, D., Fisher, D., & Fraser, B. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37(1), 26-43.

Hofstein, A., & Lunetta,V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52, 201-217.

Hofstein, A., & Mamlok-Naaman, R. (2011). High-school students’ attitudes toward and interest in learning chemistry. Educación química, 22(2), 90-102.

Ibrahim, N. R. M., & Karpudewan, M. (2013). Nanoscience activities improves students' attitude towards learning biology. Paper presented at the 5th International Conference on Science and Mathematics Education, CoSMEd 2013, Penang, Malaysia.

Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and selfregulation in writing: An integrative perspective. Journal of Educational Psychology, 101(1), 51–69.

Kelly, A. (1988). The customer is always right: Girls’ and boys’ reactions to science lessons. School Science Review, 69(249), 662-676.

Koballa, T. R. (1988). Attitude and related concepts in science education. Science Education, 72(2), 115-126.

McRobbie, C. J., Fraser, B. J., & Giddings, G. J. (1991). Comparison of personal and class forms of the science laboratory environment inventory. Research in Science Education, 21(1), 244-252.

Movahedzadeh, F. (2011). Improving students’ attitude toward science through blended learning. Science Education and Civic Engagement, 3(2), 13-19.

Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.

Osborne, J., & Collins, S. (2000). Pupils' & parents' views of the school science curriculum: A study funded by the wellcome trust. London: King’s College London .

Otor, E. E., & Achor, E. E. (2013). Effect of concept mapping strategy on students' attitude in difficult chemistry concepts. European Journal of Educational Sciences, 1(3), 116-124.

Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: Nuffield Foundation.

Piburn, M. D., & Baker, D. R. (1993). If I were a teacher . . . Qualitative study of attitude toward science. Science Education, 77(4), 393–406.

Raved, L., & Assaraf, O. B. Z. (2011). Attitudes towards science learning among 10th‐grade students: A qualitative look. International Journal of Science Education, 33(9), 1219-1243.

Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88(4), 535-547.

Schunk, D. H. (2004). Learning theories: An educational perspective. Upper Saddle River, NJ: Pearson Prentice Hall.

Sjøberg, S., & Schreiner, C. (2010). The ROSE project: An overview and key findings. Oslo: University of Oslo.

Stewart, V. (2010). A classroom as wide as the world. In H. Hayes Jacobs (Ed.), Curriculum 21: Essential education for a changing world (pp. 97–114). Alexandria, VA: Association for Supervision and Curriculum Development.

Theobald, M. A. (2006). Increasing student motivation: Strategies for middle and high school teachers. Thousand Oaks, CA: Corwin

Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future. Melbourne: Australian Council for Educational Research.

Velayutham, S., Aldridge, J. M., & Fraser, B. J. (2011). Development and validation of an instrument to measure students’ motivation and self-regulation in science learning. International Journal of Science Education, 33(15), 2159-2179.

Velayutham, S., & Aldridge, J. M. (2013). Influence of psychosocial classroom environment on students’ motivation and self-regulation in science learning: A structural equation modeling approach. Research in Science Education, 43(2), 507-527.

Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of literature from 1970 to 1991. Journal of Research in Science Teaching, 32(4), 387-398.

Welch, A. G. (2010). Using the TOSRA to assess high school students’ attitudes toward science after competing in the FIRST robotics competition: An exploratory study. Journal of Mathematics, Science & Technology, 6(3), 187-197.

Wong, A. F. L., Fraser, B. J. (1994). Science Laboratory Classroom Environments and Student Attitudes in Chemistry Classes in Singapore. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 5-8.

Wong, A. F. L., Fraser, B. J. (1997). Assessment of Chemistry Laboratory Classroom Environments. Asia Pacific Journal of Education, 17(2), 41-58.

Wong, A. F. L., Young, D. J., & Fraser, B. J. (1997). A multilevel analysis of learning environments and student attitudes. Educational Psychology: An International Journal of Experimental Educational Psychology, 17(4), 449-468.

Wu, K. C., & Huang, T. C., & Wu, Y. Y. (2006). The Factors Affecting a Theoretical Model of Elementary School Students’ Attitude toward Science, as Analyzed by the SEM Method. Journal of Research in Education Sciences, 51(1&2), 83-106.

Xu, X., Villafane, S. M., & Lewis, J. E. (2013). College students’ attitudes toward chemistry, conceptual knowledge and achievement: structural equation model analysis. Chemistry Education Research and Practice, 14(2), 188-200.

Yetisir, M. I., & Ceylan, C. (2015). The Adaptation of Students’ Adaptive Learning Engagement in Science Scale into Turkish. Elementary Education Online, 14(2), 657-670.

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary EducationalPsychology, 25, 82–91.