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However, there is still the possibility of construct underrepresentation with the PPDAS defining the construct of preschool parents attitudes towards science too narrowly.Because no measure of parents attitudes towards science currently exists, this study has the potential to not only address a gap in the field but also influence the direction of future research by providing insight into a crucial aspect of early childhood science.Below, I discuss my recommendations for further research.For example, a structural regression model can be created to examine the relationship between demographic <a href="http://www.targetmol.com/compound/Arbidol-hydrochloride"></a> variables onto predictors like parents views of science and past science experiences.Furthermore, such a model would provide researchers with a broader understanding of how these theoretically related variables are causally linked to one another, including direct and indirect effects, ultimately influencing preschool parents attitudes towards science.Because structural equation models allow researchers to test multiple relationships between several variables simultaneously, they provide researchers the opportunity to test proposed frameworks and theories.Alternatively, child outcomes such as science achievement and knowledge could also be included.Lastly, as conducted in this study, several theoretically relevant covariates could also be included in the proposed model.The   creation and testing of such a model would allow researchers to explore how all these variables relate to one another, directly and indirectly.Furthermore, it would provide greater insight into early childhood science achievement and, specifically, the role of preschool parents attitudes towards science play in its development.A direct comparison between the two groups would help identify similarities and differences in attitudes between the populations.It would also allow researchers to identify areas where one or both groups required more support and resources.In addition to the comparison of the attitudes of teachers and parents, the examination of subgroups in teacher samples is warranted.Therefore, further research employing analyses such as latent class analysis to make more direct comparisons is necessary to see if preschool teachers also have subgroups of attitudes and if these groups parallel those found for preschool parents.Administer the PPDAS to additional and alternative population of parents.The purpose of this study was to develop a measure of preschool parents attitudes towards science.As discussed earlier, the focus on preschool parents was due to the growing amount of research indicating early childhood science was critical to the longterm development of students science knowledge and achievement.Further research is needed to expand the examination of parents attitudes towards science to include parents with older children in elementary, middle, and high school.This research would help researchers understand whether parents attitudes towards science evolved as their children got older and experienced science in more complex, structured, and specialized contexts.Furthermore, such research would help researchers understand how the subdimensions of parents attitudes might change as their childs science experiences evolves.For example, primary and secondary school parents may report lower selfefficacy on average, and in some cases, experience less enjoyment and more anxiety when the science content their child is learning becomes more advanced.Research also finds that as students get older, gender differences in science achievement begin to emerge.Comparisons between parents attitudes would allow researchers to examine whether primary and secondary school parents have differing gender beliefs compared to preschool parents.

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