What Makes Children Like Learning Science? An Examination of the Attitudes of Primary School Students towards Science Lessons

Autor/inn/en	Agranovich, Shoshana; Assaraf, Orit Ben-Zvi
Titel	What Makes Children Like Learning Science? An Examination of the Attitudes of Primary School Students towards Science Lessons
Quelle	In: Journal of Education and Learning, 2 (2013) 1, S.55-69 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Student Attitudes; Elementary School Students; Science Instruction; Elementary School Science; Likert Scales; Questionnaires; Grade 4; Grade 5; Grade 6; Influences; Student Motivation; Locus of Control; Relevance (Education); Discussion (Teaching Technique); Textbooks; Teaching Methods; Teacher Role; Gender Differences; Factor Analysis; Foreign Countries; Qualitative Research; Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Likert-Skala; Fragebogen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Influence; Einfluss; Einflussfaktor; Schulische Motivation; Relevance; Relevanz; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Geschlechterkonflikt; Faktorenanalyse; Ausland; Qualitative Forschung; Statistische Analyse
Abstract	This study examines attitudes to school science classes amongst primary school children, based on the assumption that these will influence their attitudes and choices later in life. 1298 primary school students in grades 4-6 were given a Likert-type questionnaire and asked to provide verbal explanations for their agreement/disagreement with each item. The items were divided into three "clusters," representing three central influences on student attitudes: "motivational factors", "locus of control" and "relevance of science." Our results support the findings of previous research in elements such as students' enthusiasm for experiments, and reveal some interesting discrepancies in the way boys and girls assess the relevance of science they learn in school. While the questionnaire shows that most of the students saw discussion in science class as a source of interest, students' explanations and their answers to the open-ended questions also indicate that the most common model of a science lesson they see is readings from the textbook, accompanied by the teacher's explanations. Only about one half of the students claim to take an active part in lessons, answering questions asked by the teacher in class, taking part in class discussions, and expressing their opinions. The teacher is perceived as a significant part of the learning process. The students' explanations indicate that they see the teacher as a primary source of information and authority. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01