Focus on Attitudes. Learning in Science Project. Working Paper No. 9.

Autor/inn/en	Stead, Keith; und weitere
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Focus on Attitudes. Learning in Science Project. Working Paper No. 9.
Quelle	(1979), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Attitude Change; Curriculum Development; Elementary School Science; Elementary Secondary Education; Interviews; Learning; Science Education; Science Instruction; Science Interests; Scientific Attitudes; Secondary School Science; Sex Differences; Student Attitudes; Student Characteristics; New Zealand + Suchen Sie Ihr Suchwort? Schulleistung; Attitudinal change; Einstellungsänderung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Lernen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sex difference; Geschlechtsunterschied; Schülerverhalten; Neuseeland
Abstract	The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to student attitudes. The intent in presenting these comments/observations is not primarily to provide a balanced view of the good and bad aspects of Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Issues and problems addressed by the comments/observations focus on: (1) use(s) of the term "attitudes," differentiating between attitudes to science, interest in science, and scientific habits; (2) students' attitudes toward and interest in science, considering male/female, ethnic, and age-related differences; (3) development of positive attitudes and interests, indicating that two important factors in this development are providing successful experiences for students and teacher enthusiasm/interests; and (4) the relationship between development of scientific habits and teachers' interests in and attitudes toward science. Major points are highlighted in a final summary section. (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC