A Study on the Scientific Attitudes of Preservice Biology Teachers Author: Yeong-Jing Cheng, Hsueh-Mei Chou

Abstract：

In this study, the Scientific Attitude Test (SAT) was developed and validated. The con-struction of the items was based upon an identified list of scientific attitude components. The instrument was pilot-tried, revised, and finally validated through exploring the possession of scientific attitudes by the students of the biology teacher education program.
The analysis of data indicated that the internal consistency reliability of the SAT scores was 0.69, a moderate value which is similar to those reported in the literature. The stability coefficient was 0.78. The correlations between SAT and TOSA and BISI scores were 0.84 and 0.60 respectively. Further data analysis provided relatively satisfactory support of the concur-rent and consturct validity of the SAT.
The mean and the standard deviation of the SAT scores for the entire subjects were 31.71 and 4.36. There were no statistically significant differences in SAT scores among the four grade levels in the analysis of variance. However, it was found that the juniors scored signifi-cantly higher in SAT than the freshmen (p<0.05) when further comparisons between each pair of means were made.

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