摘要：Whether the activity of creating digital art influences high school students’ attitudestoward science is unknown. The purpose of this study was to determine if the creation of artisticdigital chemoscans by high school students influences attitudes toward science. In this study,ninth- grade high school students’ attitudes toward science were examined after participating inthe creation of chemoscans in the science classroom. The theory of affective domain helpedexplain the process that leads to a person’s behavior toward a certain phenomenon in theeducational setting. The research questions concerned the use of chemoscan creation in thephysical science classroom and if and whether implementation effected a change in students’attitudes toward science. Archival pre- and post-test data from the Test of Science RelatedAttitude was used to measure high school students’ attitudes toward science in 7 categories.Archived student pre- and post-test data were treated with multiple regression for analysis. Keyfindings of this study showed that creation of artistic digital chemoscans (a) impacted one of theseven subscales of science attitude from the Test of Science related Attitude (TOSRA) entitledattitude toward the normality of scientists, (b) did not have an impact on the any of the other sixsubscales from the TOSRA and (c) was influenced by teacher effect. This study may contributeto social change by providing improved training for science teachers who implement digital artactivities, which may lead to some students enjoying science more and then possibly going intoscience careers.
关键词：digital art; chemoscans; attitudes towards science; high school science; science;classroom instruction
