Modelling the relationship between attitude towards science and learning styles in Secondary Education

Abstract

The main objective of this study is to analyse the relationship between attitude toward science and learning styles, through the implementation of a structural equation model. Thus, from an ex post-facto design, data related to the attitude toward science (latent variable) were collected and learning styles were diagnosed (observable variables) in a sample of 259 students from secondary education. The results point to the preference of the students for the reflective style, in addition to identifying a progressive decrease in the attitude toward science. Likewise, the structural model that relates the learning styles to the attitude towards science was proved, showing a satisfactory adjustment (Χ2/d.f. = 1.654, RMSEA = 0.050, GFI = 0.980, and CFI = 0.990). In conclusion, it seems that the preference for reflective and theoretical styles is positively associated with attitude toward science.

Keywords

• actitud hacia la ciencia
• estilos de aprendizaje
• enseñanza de las ciencias
• modelos de ecuaciones estructurales
• psicología educativa