attitude, science teaching, elmentary education
Latent variables such as attitude can diagnose, supported by psychometric principles, educational problems according to some researchers in the area (GUIDO, 2013; KIND et al, 2007; OSBORNE et al, 2003; OSBORNE e DILLON; 2008; PASQUALI, 2003; BRIGGS, 1976). In this perspective, we present the first stage of an academic research that aims to investigate the attitude in three aspects: Science, Science Teaching and Physics, during basic schooling. We adopt Attitude toward Science as "feelings, beliefs and values held about an object, which can be an enterprise of science, school sciences, the impact of science on society or on the scientists themselves"(OSBORNE et al., 2003, p.1053); while Attitude towards the Teaching of Sciences and Physics we understand as an disposition or tendency of an individual to organize thoughts, emotions and behaviors towards the curriculum component Physics (adapted by the authors on the conceptions of GUIDO, 2013, p.2087 e ABREU et al, 2006, p. 692). In this first stage, we present partial results from the process of construction and validation of data collection instruments for student attitudes in relation to these three aspects, which are related to indicators that compose the components of the attitude of a subject (cognitive , connotative and affective), which, therefore, are related to observable data. We have verified that our instruments are very robust and backed by a psychometric model. We make this distinction in our work, which generally according to the literature review is not performed. In view of the above, we hope that, through the results of this academic work, we can open spaces for discussions about how to mitigate problems of teaching in basic schooling using our instruments.