INTRODUCTION:

Attitude is defined as an inclination to respond favorably or adversely towards people,

places, events, and concepts (Simpson, Koballa, Oliver, & Crawley, 1994). Whether the attitudes
be positive or negative, they influence the learning process. It is also Seferoglu (2004) suggests
that students can help shape their own futures. As per according to Hendrickson (1997), attitude
is the most important determinant of a student`s performance.

When considering the impact of attitude on the success of a course, it becomes apparent
that it is vital to design, organize, and implement the activities such that the Students can adopt
more positive attitudes (Pintrich & Schunk, 1996). Bloom (1979) asserts that emotional domain
behaviors influence the acquisition of cognitive domain behaviors in science classrooms,
highlighting the significance of attitudes. Positive attitudes among students are crucial for their
success in science. (Yesilyurt, Kurt, and Temur, 2005; Altinok & Acikgoz, 2006).

Research on scientific education often examines the views of students at various levels
(Kind, James & Barmby, 2007; Pell & Jarvis, 2001; Reid & Skryabina, 2007). Some research
claim that Students dislike this course and have negative sentiments regarding it at a low level
(Osborne, Simon, & Collins, 2003; Dawson, 2000). However, several research indicated that the
students typically had an acceptable attitude toward science.

Some research investigations focus only on analyzing how fourth-grade elementary

school students perceive towards science (Cermik, H., & Aktan, A. F., 2020). Another study
looks into the connection between Students` attitudes about science and their academic success
in the subject matter when they are in primary and secondary education (Mao et al., 2021). There
are no existing literary sources that only stem students` attitudes towards Science
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dimension of science learning. In D.L. Gabel (Ed), Handbook of research in science teaching
and learning. National Science Teacher Association. NY: MacmillaAn Publishing Company.

Seferoglu, S.S. (2004). Öğretmen adaylarının öğretmenliğe yönelik tutumları (s.413- 425), XII.
Ulusal Eğitim Bilimleri Kongresi Bildirileri, Ankara.

Hendrickson, A. B., (1997). Predicting student success with the learning and study strategies 14.
inventory (LASSI) (Unpublished Master’s Thesis). Iowa State University, USA.

Pintrich, P. R. & Schunk, D. H. (1996). Motivation in education: Theory, research, and 15.
application. Englewood Cliffs, NJ: Prentice-Hall Inc.

Bloom, B. (1979). İnsan nitelikleri ve okulda öğrenme. (Çev. D. A. Özçelik). Ankara: Milli
Eğitim Basımevi.

Yesilyurt, M., Kurt, T. & Temur, A. (2005). İlköğretim fen laboratuvarı için tutum anketi
geliştirilmesi ve uygulanması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 17, 23-37.

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

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