A Composite Self-Report: Reasons for Taking Science Courses as Given by Cocoa High School Science Students.

Autor/in	Louwerse, Frances H.
Institution	Cocoa Beach High School, FL.
Titel	A Composite Self-Report: Reasons for Taking Science Courses as Given by Cocoa High School Science Students.
Quelle	(1981), (42 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Awareness; Classroom Environment; High School Students; Science Curriculum; Science Education; Science Interests; Science Teachers; Secondary Education; Secondary School Science; Sex Differences; Student Attitudes; Student Reaction + Suchen Sie Ihr Suchwort? Karrierebewusstsein; Klassenklima; Unterrichtsklima; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Sex difference; Geschlechtsunterschied; Schülerverhalten; Schülerkritik
Abstract	A self-report instrument (questionnaire/reaction scale) was developed and administered to students in grades 9-12 to: (1) determine the number of science courses taken by each grade level; (2) estimate the number of science courses requested for future years and indicate where recruitment efforts would be needed; (3) examine other-directed reasons for taking science (external locus of control), student understanding of the role of science education, student career aspirations, effects of science classroom atmosphere, and science/non-science teachers' classroom methodology; and (4) provide students with opportunity to express their views about science classes. Data are presented by sex (N=790: 406 males and 384 females) and grade level as percentages of responses to individual items and discussed by such categories as other-directed reasons for taking science and student career aspirations. Data suggest students take science because of, among others, their like of science and hands-on activities, parental influence, the fact that both sexes were encouraged by science teachers, understanding the role of science in total education, and their positive views of science teachers. Students did not appear to take science because of such other-directed reasons as counselor influence, effect of science on society, a desire to become scientists, or comparing science teachers to other teachers or courses. (Author/JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC