The purpose of this study was to investigate (a) what effect the use of interactive computer-based simulations (ICBSs), the use of laboratory inquiry-based experiments (LIBEs), and the use of combinations of an ICBS and a LIBE, in a conceptually oriented physics course, have on science teachers' beliefs about and attitudes toward the use of these learning and teaching tools, as well as the effect on their intentions to incorporate these tools in their own future teaching practices, (b) science teachers' attitudes toward physics and the effect that the use of ICBSs and/or LIBEs have on teachers' attitudes toward physics, and (c) whether teachers' beliefs have an effect on their attitudes and whether their attitudes have an effect on their intentions. A pre–post comparison study and the Theory of Reasoned Action (TRA) were used for this purpose. Results confirmed the TRA model that beliefs affect attitudes and these attitudes then affect intentions, and showed that science teachers' attitudes toward physics, the use of an ICBS, the use of a LIBE, and the use of a combination of an ICBS and an LIBE were highly positive at the end of the study. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 792–823, 2003

Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics

Five studies of over 450 university students presented a comprehensive picture of computer-phobia. Three research and clinically based self-report instruments were developed to measure three nearly independent dimensions of computerphobia-computer anxiety, computer attitudes, and computer cognitions and feelings. Results indicated that older students were more computer anxious, but did not have more negative attitudes, cognitions, or feelings, than did younger students. Women had more negative attitudes than did men. Feminine-identity students showed more anxiety and negative attitudes than did masculine-identity students, regardless of gender. White students had more anxiety and more positive attitudes than did nonwhite students. Computerphobia was related to other anxiety measures (mathematics, state, and trait), but was a separate construct. Experience with computer interaction did not reduce anxiety or improve attitudes. Finally, regardless of academic major, computer-anxious students showed less computer aptitude, literacy, and interest. Implications for treating computerphobia are discussed.

Computerphobia

The purpose of this research was to develop an instrument to assess people's fluency with the computer, e-mail, and the Web (CEW fluency) Such an instrument, tapping into digital divides, could fill the existing void that exists between previously developed computer literacy or experience scales and the ever faster development of Internet technology The research was conducted in 2 stages The first study (N = 284) tested 52 Internet fluency items A principle component factor analysis with varimax rotation resulted in 21 remaining items in 4 constructs: computer fluency (α = 85), e-mail fluency (α = 89), Web navigation (α = 84), and Web editing (α = 82) The 4-factor solution accounted for more than 67% of the total variance Correlation analysis showed that there was no multicolinearity of items The second study (N = 143) aimed at testing the CEW Fluency Scale for reliability and validity Participants completed a 77-item questionnaire containing the CEW Fluency Scale, the Computer Use Scale (Pane

/pdf/the-computer-email-web-cew-fluency-scale-development-and-2pnp0yluob.pdf

The Computer-Email-Web (CEW) Fluency Scale-Development and Validation

This study explored the effectiveness of computer attitudes, computer literacy, computer locus of control, and gender in predicting commitment to the use of computers. Three hundred and eighty-three education students, completed a survey about commitment to the use of computers (actual use, interest, and promotion), computer attitudes (affective and cognitive), computer literacy (experience, basic skills, application software, awareness, programming), and locus of control (specific to the use of computers). The results indicated that cognitive attitude, awareness, and application software ability were the best predictors of commitment to the use of computers. Less effective, but significant predictors, included affective attitude, locus of control and gender.

Predicting Student Teacher Commitment to the Use of Computers

In this study, the Computer Attitude Measure (CAM) was administered to 383 student teachers to assess three relatively distinct dimensions of computer attitudes: cognitive, affective and behavioral. The alpha coefficients for each subscale (cognitive (α = .87), affective (α = .89), behavioral (α = .94) showed a high degree of internal reliability. The principal component factor analysis supported the a priori assumption that the three subscales were independent. Finally, significant positive correlations (p < .001) of all subscales with a high degree of computer literacy and experience, and an internal locus of control, supported the external validity of the Computer Attitude Measure (CAM).

A practical theoretical approach to assessing computer attitudes: the computer attitude measure (CAM)

A "Beliefs About Computers" Scale Based on Ahl's Questionnaire Items.

Microcomputers in the College Classroom and the Effect on Student Attitudes Toward Computers.

In 1980, Wichita State University received a grant to introduce microcomputers as interactive teaching tools in largo science classrooms. Through this grant, 18 faculty in 11 departments developed software modules illustrating concepts that are often difficult to teach by usual lecture methods. To determine whether the use of microcomputers in large screen interactive demonstrations would promote more positive student attitudes towards computers, a questionnaire was administered to two groups of students (experimental and control) on a preand post-test basis. Students exposed to computer instruction tthe experimental group) included 78 in engineering courses, 57 in chemistry, 47 in physics, and 18 in computer science. The control group consisted of 148 students enrolled in a non-microcomputer biology course. tart 1 of the questionnaire was a 17-item "Beliefs about Computers" scale designed to reflect students' general attitudes toward computers. Part 2 consisted of 12 items concerning the use of computers for instructional purposes. Statistically significant differences were found between the experimental and control groups on post-test belief scores supporting the notion that exposure to the microcomputers in classroom demonstrations fosters more positive beliefs about computers. Analysis of Part 2 items showed positive mean pre-post attitude changes on all 12 items, while a positive attitude change was noted for the control group on only one item. A list of six references and author biographies are provided. (JB)

/pdf/using-microcomputers-interactively-in-large-classrooms-pcyvhnf4v9.pdf

Using Microcomputers Interactively in Large Classrooms.

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A "Beliefs About Computers" Scale Based on Ahl's Questionnaire Items.

Microcomputers in the College Classroom and the Effect on Student Attitudes Toward Computers.

Using Microcomputers Interactively in Large Classrooms.