Science Interests of Urban Seventh Graders.

Autor/inn/en	Anderson, Bernice Taylor; und weitere
Titel	Science Interests of Urban Seventh Graders.
Quelle	(1989), (11 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Course Selection (Students); Educational Research; Junior High Schools; Middle Schools; Science Curriculum; Science Instruction; Science Interests; Scientific Attitudes; Secondary School Science; Secondary School Students; Student Centered Curriculum; Student Interests; Student Participation; Urban Education + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; Bildungsforschung; Pädagogische Forschung; Sekundarstufe I; Middle school; Mittelschule; Mittelstufenschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Studieninteresse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Stadtteilbezogenes Lernen
Abstract	At the middle and elementary school levels, cultivating an interest in science has been considered an important goal. The primary aim should be to foster a desire for participation in science courses and activities. Research results suggest that schools do not provide a curriculum that supports science interests, and student attitudes toward science are increasingly negative. It was noted that students are seldom permitted to have input into determining science curriculum or the order in which topics are studied. This exploratory study was to examine upper urban elementary students regarding: (1) the degree of interest in exploring science issues; (2) student-indicated interests in science; (3) the extent to which students have input in selecting topics or projects for science classes; and (4) what science activities are of most interest to them. The findings indicated that a large proportion of the students expressed interest in studying science, exploring science issues, and studying topics of the human body, astronomy, animals, heredity, and electricity. Two-thirds of the students reported they seldom or never had input into the selection of class projects or topics. Included are tables showing student responses in percentage form and a list of references. (RT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01