Attitude towards School Science in Primary Education in Spain
DOI:
https://doi.org/10.24320/redie.2017.19.4.1393Keywords:
Elementary Education, Sciences, Experiments, Student attitude.Supporting Agencies:
Fundación Española de Ciencia y Tecnología, FECYT, Spanish Royal Society of Chemistry, RSEQ.Abstract
This report shows Spanish elementary school students’ attitude towards school science. The analysis is performed through a questionnaire with a sample consisting of 183 10 to 12-year-old students. The association of this attitude with factors like sex, age, school environment and teachers’ use of experiments has been researched. The results show a positive attitude towards school science, and null association with sex or age. Besides that, there is an association between school environment and attitude: the students with the most positive attitude values belong to rural schools. A sex bias is observed in the group of students with the most positive attitude, with girls making up the majority. The small size of this reduced sample limits the impact of this conclusion. A difference in the perception of experiments is observed between teachers and students. Attitude towards school science is not associated with students’ perception of experiments in science classes.Downloads
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References
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Marbà-Tallada, A., & Márquez, C. (2010). ¿Qué opinan los estudiantes de las clases de ciencias? Un estudio transversal de sexto de Primaria a cuarto de ESO [What do students say about their science class? A cross-study from the sixth grade (primary school) to the fourth grade (secondary school)]. Enseñanza de las Ciencias, 28(1), 19-30.
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Oliva, J. M., & Acevedo, J. A. (2005). La enseñanza de las ciencias en primaria y secundaria hoy. Algunas propuestas de futuro [Science teaching in primary and secondary education today. Proposals for the future]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2(2), 241-250.
Pelcastre, L., Gómez, A. R., & Zavala, G. (2015). Actitudes hacia la ciencia de estudiantes de educación preuniversitaria del centro de México [Attitudes toward science of high school students from central Mexico]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 12(3), 475-490. doi:10498/17603
Prieto-Patiño, L., & Vera, A. (2008). Actitudes hacia la ciencia en estudiantes de secundaria [Attitudes towards science in high school students]. Psychologia. Avances de la disciplina, 2(1),133-160. Retrieved http://www.redalyc.org/pdf/2972/297224999005.pdf
Rodríguez, A., & Seoane, J. (Coords.) (1989). Creencias, actitudes y valores [Beliefs, attitudes and values]. Madrid: Alhambra.
Schreiner, C., & Sjøberg, S. (2004). Showing the seeds of ROSE. Background, Rationale, Questionnaire Development and Data Collection for ROSE (The Relevance of Science Education) –a comparative study of students’ views of science and science education. Acta Didactica, 4. Retrieved from http://www.roseproject.no/key-documents/key-docs/ad0404-sowing-rose.pdf
Vázquez, A., & Manassero, M. A. (2008). El declive de las actitudes hacia la ciencia de los estudiantes: un indicador inquietante para la educación científica [The decline of students’ attitudes toward science: A disturbing indicator for science education]. Revista Eureka Enseñanza y Divulgación de Ciencias, 5(3), 274-292.
Vázquez, A., & Manassero, M. A. (2009). La relevancia de la educación científica: actitudes y valores de los estudiantes relacionados con la ciencia y la tecnología [The relevance of science education: students’ values and attitudes related to science and technology]. Enseñanza de las ciencias, 27(1), 33-48.
Wai Yung, B.H., Zhu, Y., Ling Wong, S., Wai Cheng, M. & Yin Lo, F. (2013). Teachers’ and Students’ Conceptions of Good Science Teaching. International Journal of Science Education, 35(14), 2435-2461.
doi:10.1080/09500693.2011.629375
Chin-Tsan, W., & Kai-Ying, W. (2015). Investigation of the cognition and attitude of junior high school students on energy resources: the case of kai-syuan junior high school, I-Lan, Taiwan. International Journal of Information and Education Technology, 5(12), 924- 930. doi:10.7763/IJIET.2015.V5.639
De Juan, J., Pérez-Cañaveras, R. M., Segovia, Y., Girela, J. L., Martínez-Ruiz, N., Romero-Rameta, A. & Vizcaya-Moreno, M. (2016). Student perceptions of the cell biology laboratory learning environment in four undergraduate science courses in Spain. Learning Environments Research, 19(1), 87-106. doi:http://dx.doi.org/10.1007/s10984-015-9201-6
Fernández, R. (2014). Incorporación de simulaciones en el laboratorio de química general: influencia en el dominio afectivo del aprendizaje [Simulations in chemistry laboratory: influence in the affective learning domain]. Didáctica de las Ciencias Experimentales y Sociales, 28, 197-219.
González, A., & Paoloni, P-V. (2015). Implicación y rendimiento en Física: el papel de las estrategias docentes en el aula, y el interés personal y situacional del alumnado [Engagement and performance in physics: the role of teaching strategies in the classroom, and students’ personal and situational interest]. Revista de Psicodidáctica, 20(1), 25-45. doi:10.1387/RevPsicodidact.11370
Hampden-Thompson, G., & Bennett, J. (2013). Science teaching and learning activities and student engagement in science. International Journal of Science Education, 35(8), 1325-1343.
doi: 10.1080/09500693.2011.608093
Huey-Por, C., Chin-Chang, C., Gwo-Jen, G, Yeong-Jin, C., Chen-Yung, L. & Tsung-Hau, J. (2011). The development of a competence scale for learning science: Inquiry and communication. International Journal of Science and Mathematics Education, 9(5), 1213-1233.
Instituto Nacional para la Evaluación de la Educación (2013). PISA 2012. Programa para la evaluación internacional de los alumnos. Informe español (volumen I) [Program for International Student Assessment. Spanish report (volume I)]. Madrid: Ministerio de Educación.
Klug, J., Krause, N., Schober, B., Finsterwald, M., & Spiel, C. (2014). How do teachers promote their students’ lifelong learning in class? Development and first application of the LLL Interview. Teaching and Teacher Education, 37, 119-129. doi.org/10.1016/j.tate.2013.09.004
López, M., & Alsina, A. (2015). La influencia del método de enseñanza en la adquisición de conocimientos matemáticos en educación infantil [The influence of teaching methods on the acquisition of mathematical knowledge in early childhood education]. Edma 0-6: Educación Matemática en la Infancia, 4(1), 1-10.
Marbà-Tallada, A., & Márquez, C. (2010). ¿Qué opinan los estudiantes de las clases de ciencias? Un estudio transversal de sexto de Primaria a cuarto de ESO [What do students say about their science class? A cross-study from the sixth grade (primary school) to the fourth grade (secondary school)]. Enseñanza de las Ciencias, 28(1), 19-30.
Morales, J. F. (2007). Psicología Social [Social psychology]. Spain: McGraw-Hill.
National Academy of Sciences (1996). National Science Education Standards. National Academy Press : Washington, DC. Retrieved from http://www.nap.edu/openbook.php?isbn=0309053269
Oliva, J. M., & Acevedo, J. A. (2005). La enseñanza de las ciencias en primaria y secundaria hoy. Algunas propuestas de futuro [Science teaching in primary and secondary education today. Proposals for the future]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2(2), 241-250.
Pelcastre, L., Gómez, A. R., & Zavala, G. (2015). Actitudes hacia la ciencia de estudiantes de educación preuniversitaria del centro de México [Attitudes toward science of high school students from central Mexico]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 12(3), 475-490. doi:10498/17603
Prieto-Patiño, L., & Vera, A. (2008). Actitudes hacia la ciencia en estudiantes de secundaria [Attitudes towards science in high school students]. Psychologia. Avances de la disciplina, 2(1),133-160. Retrieved http://www.redalyc.org/pdf/2972/297224999005.pdf
Rodríguez, A., & Seoane, J. (Coords.) (1989). Creencias, actitudes y valores [Beliefs, attitudes and values]. Madrid: Alhambra.
Schreiner, C., & Sjøberg, S. (2004). Showing the seeds of ROSE. Background, Rationale, Questionnaire Development and Data Collection for ROSE (The Relevance of Science Education) –a comparative study of students’ views of science and science education. Acta Didactica, 4. Retrieved from http://www.roseproject.no/key-documents/key-docs/ad0404-sowing-rose.pdf
Vázquez, A., & Manassero, M. A. (2008). El declive de las actitudes hacia la ciencia de los estudiantes: un indicador inquietante para la educación científica [The decline of students’ attitudes toward science: A disturbing indicator for science education]. Revista Eureka Enseñanza y Divulgación de Ciencias, 5(3), 274-292.
Vázquez, A., & Manassero, M. A. (2009). La relevancia de la educación científica: actitudes y valores de los estudiantes relacionados con la ciencia y la tecnología [The relevance of science education: students’ values and attitudes related to science and technology]. Enseñanza de las ciencias, 27(1), 33-48.
Wai Yung, B.H., Zhu, Y., Ling Wong, S., Wai Cheng, M. & Yin Lo, F. (2013). Teachers’ and Students’ Conceptions of Good Science Teaching. International Journal of Science Education, 35(14), 2435-2461.
doi:10.1080/09500693.2011.629375
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Article abstract page views: 1743
Published
2017-10-25
