The issue of scientific attitude is still much debated despite years of studies about it in the field of science education. This is due to its importance for the students who are learning science. Pitafi and Farooq (2012) pointed out that scientific development is dependent on continuous scientific investigation. Therefore, students’ scientific attitude is important in determining their motivation and passion to do scientific research and in developing a profound interest to explore the natural phenomena in the universe. There are two dimensions of attitude that need to be developed in learning science. The first dimension is attitude towards science. This attitude refers to the students’ response after they learned science. According to Koballa and Glynn (2007), attitude towards science refers to a positive or negative emotion towards science. Meanwhile the OECD (2017) stated that attitude towards science refers to interest in science and technology, environmental awareness and valuing scientific approaches to inquiry. This means that students who are scientific literate will have a positive attitude towards science, a concern about the environment and will lead an environmentally sustainable way of life appreciating the scientific approach to inquiry. Scientific literate students (or learners) do not only focus on the inquiry process in investigating about nature, but they also focus on reading and writing science related text, as both reading and writing of science texts are important to articulate science in the form of text that produces science knowledge (Webb, 2009). Many researchers have argued for the importance of reading and writing science related investigations in order to increase scientific literacy (Yore, Pimm, & Tuan, 2007; Pearson, Moje, & Greenleaf, 2010; Webb, 2010). The second dimension is the scientific attitude. This attitude is directly related to someone’s disposition towards scientific research or activity. In other words, it is the inclination to value empirical evidence as the basis of belief on science (OECD, 2017). It also refers to the required attitude in one’s effort to explore or understand natural phenomenon. According to Osman, Iksan, & Halim (2007), scientific attitude can support scientific learning and enhance the performance of scientific activity. Gokul and Malliga (2015) mentioned that scientific attitude is the most important outcome in science teaching and it is equally important as the scientific knowledge. Furthermore, Abstract. One classic problem in science education that is still happening today is the lack of learners’ involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students’ scientific attitudes. A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students’ scientific attitude.

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带回家实验：提高学生的科学态度

尽管科学教育领域对此进行了多年的研究，但科学态度问题仍然备受争议。这是因为它对学习科学的学生很重要。Pitafi 和 Farooq (2012) 指出科学发展依赖于持续的科学调查。因此，学生的科学态度对于决定他们从事科学研究的动力和热情以及培养探索宇宙自然现象的浓厚兴趣至关重要。在学习科学中需要培养两个方面的态度。第一个维度是对科学的态度。这种态度是指学生学习科学后的反应。根据 Koballa 和 Glynn (2007) 的说法，对科学的态度是指对科学的积极或消极情绪。与此同时，经合组织（2017 年）表示，对科学的态度是指对科学技术、环境意识和重视科学探究方法的兴趣。这意味着具有科学素养的学生将对科学抱有积极的态度，关注环境，并将过上环境可持续的生活方式，欣赏科学的探究方法。具有科学素养的学生（或学习者）不仅注重探究自然的探究过程，而且还注重阅读和编写与科学相关的文本，因为科学文本的阅读和写作对于以文本形式表达科学都很重要产生科学知识 (Webb, 2009)。许多研究人员认为阅读和撰写科学相关调查对于提高科学素养的重要性（Yore、Pimm 和 Tuan，2007 年；Pearson、Moje 和 Greenleaf，2010 年；Webb，2010 年）。第二个维度是科学态度。这种态度与某人对科学研究或活动的倾向直接相关。换句话说，它倾向于将经验证据视为科学信念的基础（经合组织，2017 年）。它也指人们努力探索或理解自然现象所需的态度。根据 Osman、Iksan 和 Halim (2007) 的说法，科学态度可以支持科学学习并提高科学活动的绩效。Gokul and Malliga (2015) 提到科学态度是科学教学中最重要的成果，它与科学知识同等重要。此外，抽象。今天仍在发生的科学教育中的一个经典问题是学习者缺乏对科学活动的参与。这可能导致没有灌输积极的科学态度，培养对科学的积极态度是一个重要的方面，可以促进对科学的更大兴趣。带回家实验策略是尝试实施替代策略，以确定其实施是否会促进初中学生对科学的积极态度。使用准实验设计来确定 THE 策略对学生科学态度的影响。来自印度尼西亚北干巴鲁一所初中的151名中二学生被分为三组：THE组、实验室-实验组和常规组。本研究采用科学态度问卷调查工具，共 31 个项目，Cronbach α 信度指数为 0.68。单向方差分析的结果表明，这三组学生的科学态度存在显着差异。与实验室实验组（平均值 = 3.07）和常规组（平均值 = 2.91）相比，THE 组科学态度的平均得分（平均值 = 3.21）更高。本研究发现，在科学教学中使用带回家实验策略有可能提高初中学生的科学态度。