Validity and reliability analyses for the climate of science subjects research tool

The concept of school or learning climate does not have a clear and definite definition. The definition is described in the older works e.g,1 but also in the newer ones.2 There is also a problem with the concepts; the concept “learning climate” is used in a significant lower amount of cases, as the more used term is “school climate”. However, in many papers these two concepts are conceived as synonyms. Moreover, many authors only used the term “climate”. In our case, the term “school climate” or only “climate” was used throughout the paper. As3 showed, there is variability in individual perceptions of a school’s climate, and researchers propose that it is the subjective perception of the environment that influences individual student outcomes4 considered the school climate as a critical dimension that is linked to effective teaching and learning. A similar definition is possible to find in other works.5,6 It is appropriate to mention that the first description of the definition of the term “school climate” is possible to find in the work of.7 However, it took nearly 50 years until this concept was adequately examined and received a place in the educational research.4 The examination of the school climate amongst pupils is part of the portfolio of many researches. Hence, in the text below, an outline of selected research works regarding the school climate can be found and at the end of this text, research works are presented which relate to the school climate in science subjects.

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