Summaries English The place of attitude growth in the educational process is assuming an increased importance today in our schools. A broad definition of ‘attitude’ is proposed, and various types of attitude are discussed. The relationship between cognition and attitude growth in an educational setting is explored, reference being made to a number of recent empirical studies in relation to science education. Before building up a possible model for attitude change, the main strands of evidence from previous research are listed. The proposed model attempts to account for attitude stability in normal life as well as the possibility of attitude change brought about experimentally. It also attempts to account for the variable ease of attitude modification, the variation being related to the nature of the attitude. The model is considered to be useful in rationalizing a wide range of experimental data, as well as generating further lines of research.
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Johnstone et al. (1981) studied this question.
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