The article "Attitudes towards science: A review of the literature and its implications" by Jonathan Osborne, Shirley Simon, and Sue Collins provides a comprehensive review of the literature on students' attitudes towards science over the past 20 years. The authors argue that the declining number of students choosing to study science at the point of choice necessitates a deeper understanding of students' attitudes to address this issue effectively. They discuss the challenges in measuring attitudes, the factors influencing them, and the impact on subject choice. Key findings include the importance of gender and the quality of teaching in shaping students' attitudes. The article highlights the need for research to identify aspects of science teaching that make the subject more engaging for students, particularly through motivation-focused approaches. The authors also emphasize the need to move beyond general quantitative measures of attitudes and focus on specific issues such as students' attitudes towards school science and their perceptions of the subject's relevance. They conclude by discussing the contradictions between students' positive attitudes towards science and their negative feelings about school science, and the factors that influence these attitudes, including gender, personality, and curriculum variables.The article "Attitudes towards science: A review of the literature and its implications" by Jonathan Osborne, Shirley Simon, and Sue Collins provides a comprehensive review of the literature on students' attitudes towards science over the past 20 years. The authors argue that the declining number of students choosing to study science at the point of choice necessitates a deeper understanding of students' attitudes to address this issue effectively. They discuss the challenges in measuring attitudes, the factors influencing them, and the impact on subject choice. Key findings include the importance of gender and the quality of teaching in shaping students' attitudes. The article highlights the need for research to identify aspects of science teaching that make the subject more engaging for students, particularly through motivation-focused approaches. The authors also emphasize the need to move beyond general quantitative measures of attitudes and focus on specific issues such as students' attitudes towards school science and their perceptions of the subject's relevance. They conclude by discussing the contradictions between students' positive attitudes towards science and their negative feelings about school science, and the factors that influence these attitudes, including gender, personality, and curriculum variables.