Session Information
09 SES 05 C, Interactive Poster Session
Interactive Poster Session
Contribution
The perception of science subjects is important to investigate due to their influence on students’ achievement. The problematic of perception of science subjects is investigated in more cases in comparison with individual science, for example in the case of biology. Some authors are trying to find out factors which can influence the perception of biology. To the most important factors that shape students’ views about school science, and consequently about biology, belong: a) biology’s perceived difficulty (Havard 1996); b) its relevance to everyday life, nowadays we can meet with another terminology (intrinsic motivation to learn) (Ramsden 1998); c) students’ future oriented motivation to learn biology (Simpson, Oliver 1990); d) students’ interest such as personal orientation, predisposition or relatively stable tendency to engage with a particular domain, referred to as individual interest (Randler, Bogner 2007). All of these factors can be influenced by the personality of teacher, which has the power to influence the pupils´ perception of the subject, in our case the subject of biology. He/she has the possibility to show the importance of biology for the society and show the advantages (also disadvantages) of the study of biology in the future. Therefore, the personality of teacher is very important, as it is possible to assert the previous facts, but the investigation of this variable is not very frequent. Gender is a very often investigated variable, followed by age or grade level, other variables are very rare investigated though. The questionnaires with scaled items belong to the most often used research tools. We can make sure of this fact in studies focused on this problematic, for example Prokop, Tuncer, Chuda (2007), Mavrakiki et al. (2012), Kara, Yesilyurt (2008) and others. The questionnaires contain usually 20 – 40 items divided into categories and data are analyzed by descriptive, inferential and multidimensional statistics. This type of research tool is very suitable, the respondents fill it in very quickly and it offers a huge number of evaluating methods. On the basis of these facts we try to design and develop a questionnaire, which can offer finding of factors like difficulty of biology, relevance of biology, future life and biology and interest about biology. This type of research is missing in theCzechRepublic. In the first step we will try to find out the influence of teacher on the perception of biology.
The main aim of the study is to develop a research tool focused on the measurement of the perception of biology by lower secondary school pupils.
This aim is not focused only on the subject of biology, but the investigators will try to develop such a tool which will be used in other science subjects (chemistry, physics and geography).
The partial aim is to find out the influence of the teacher on the perception of biology by lower secondary school pupils.
On the partial aim the following research question is based:
Is the influence of the teacher significant on the perception of biology by lower secondary school pupils?
Method
Expected Outcomes
References
Havard, N. (1996). Student attitudes to studying A-level sciences. Public Understanding of Science, 5(4), 321-330. Kara, Y.; Yesilyurt, S. (2008). Comparing the Impacts of Tutorial and Edutainment Software Programs on Students' Achievements, Misconceptions, and Attitudes towards Biology, Journal of Science Education and Technology, 17(1), 32-41 Mavrikaki, E.; Koumparou, H.; Kyriakoudi, M.; Papacharalampous, I.; Trimandili, M. (2012). Greek Secondary Schools Students’ Views about Biology, International Journal of Environmental and Science Education, 7(2), 217-232. Prokop, P.; Tuncer, G.; Chudá, J. (2007). Slovakian students' attitude toward biology. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 287-295. Ramsden, J. M. (1998). Mission impossible?: Can anything be done about attitudes to science? International Journal of Science Education, 20(2), 125-137. Randler, C.; Bogner, F. ´X. (2007). Pupils’ interest before, during and after a curriculum dealing with ecological topics and its relationship with achievement. Educational Research and Evaluation, 13(5), 463-478. Simpson, R.; Oliver, J. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74(1), 1-18.
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