Journal of College Teaching & Learning – February 2011 Volume 8, Number 2 © 2011 The Clute Institute 43 Attitudes Toward Science Among School Students Of Different Nations: A Review Study Riffat-Un-Nisa Awan, University of Sargodha, Pakistan Muhammad Sarwar, University of Sargodha, Pakistan Anjum Naz, University of Sargodha, Pakistan Ghazala Noreen, Lahore College University, Pakistan ABSTRACT This review examines the effects of nationality on attitudes of students to study science. It compares data from many countries published in refereed research journals, research reports, book chapters, and conference papers. The main aim is to identify the commonalities and variations in the students’ attitudes with particular focus on students from developing and developed countries. The search of bibliographical databases yielded a lot of researches. After title and abstract screening and after eliminating duplicates and applying inclusion criteria, this search ended up to include 15. Findings make it clear that students in different parts of the world develop differing attitudes toward science. It is observed that students are positive internationally; however, students in developing countries are more positive than the students in rich and developed countries, especially in Japan and Korea. Biology is most favourite, particularly of girls, whereas boys favour physics. It is also felt that comparing available attitude data is not simple and must be done with caution. Keywords: Attitude; Science; Nationality; School Students INTRODUCTION his study explores the attitude of students toward science, their interest, motivation and satisfaction with the subjects at school in different parts of the world. The context of this review study is the problem that the number of students who are taking science subjects at secondary and higher secondary level is declining and most of them discontinue studying science whenever they have a choice (Lyons, 2006). According to a report of House of Commons (2002), students‟ interest in school science is declining with an accompanied declining number of students taking science, which consequently causes shortage of science literates in different science-based professions. Lyons‟ (2006) summary indicates that enrolment rates in the natural sciences have been steadily declining in Australia, Canada, India, Japan, and the USA, as well as nearly every country in the European Union. So, it is the need of the day to get a broader picture of the reasons that hinder learners from entering this field and developing a less positive attitude over time. A comparative investigation between nations about pupils‟ affective dispositions toward the learning of school science could be a good starting point to move in this direction. In the database of attitude research, there are some very comprehensi ve review studies, like „Gender Differences in Student Attitudes Toward Science: A Meta-Analysis of the Literature from 1970 to 1991‟ by Weinburgh (1995), „Attitudes Towards Science: A Review of the Literature and its Implications‟ by Osborne, Simon, & Collins (2003), and „In Pursuit of Validity: A Comprehensive Review of Science Attitude Instruments 1935-2005‟ by Blalock et al (2008). The present review is different as it tries to uncover the holistic picture of attitude variations across the developed and developing countries of the world. It tries to determine if cultural orientation affects the attitude of pupils. The purpose of the study is to identify the commonalities and variations in T