The research into how students' attitudes affect their learning of science related
subjects has been one of the core areas of interest by science educators. The development
in science education records various attempts in measuring attitudes and determining the
correlations between behavior, achievements, career aspirations, gender identity and
cultural inclination. Some researchers noted that attitudes can be learned and teachers
can encourage students to like science subjects through persuasion. But some view that
attitude is situated in context and has much to do with upbringing and environment. The
critical role of attitude is well recognized in advancing science education, in particular
designing curriculum and choosing powerful pedagogies and nurturing students.
Since Noll's (1935) seminal work on measuring the scientific attitudes, a steady stream of research papers
describing the development and validation of scales have appeared in scholarly publications. Despite these efforts, the
progress in this area has been stagnated by limited understanding of the conception of attitude, dimensionality and inability
to determine the multitude of variables that made up such concept. This book makes an attempt to take stock and critically
examine classical views on science attitudes and explore contemporary attempts in measuring science-related attitudes. The
chapters in this book are a reflection of researchers who work tirelessly in promoting science education and highlight the
current trends and future scenarios in attitude measurement.