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In recent years, research in science education has focused on how to teach science effectively in a way that initiates and increases student interest and motivation towards science learning. This focus has been stressed, because there is a tendency for declining interest, motivation and attitudes among lower secondary school students (Osborne et al., 2003; Potvin & Hasni, 2014). Research has shown that the teaching approach can also play an important role. In teacher-centred approaches, both interest and student learning are shown to be limited, whereas for student-centred approaches, where students actively participate in the learning process (e.g., inquiry-based learning, hands-on activities) these have been shown to positively promote student interest (e.g., Potvin et al., 2017; Wang et al., 2015). Furthermore, research studies have shown that student interest towards science learning is influenced by the manner in which science learning is initiated and presented to students (Hasni & Potvin, 2015; Häussler & Hoffmann, 2000; Teppo et al., 2017). The Teaching and Learning International Survey (TALIS) (OECD, 2019) indicated that Estonian teachers were only using cognitive activation approaches (e.g., students working in groups, undertaking critical thinking, or solving complex tasks) to a relatively low extent, although this was dependent on the school subject involved. For example, science and mathematics teachers used such approaches less than other teachers. Not surprising, therefore, Estonian PISA 2015 (OECD, 2016) results indicated that, in science lessons, students rarely undertook practical activities and had few opportunities to plan experiments, compared with the OECD average. These findings pointed to a predominance of teacher-centred approaches in the teaching of science subjects. Moonika Teppo, Regina Soobard, Miia Rannikmäe University of Tartu, Estonia Abstract. Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/ learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and studentcentred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom.

journal of baltic science education

GRADE 6 &amp; 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING