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Changes in perceptions of science for third, seventh, and eleventh grade students
Author(s) -
Yager Robert E.,
Yager Stuart O.
Publication year - 1985
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660220405
Subject(s) - eleventh , mathematics education , science education , perception , psychology , class (philosophy) , science class , computer science , physics , neuroscience , artificial intelligence , acoustics
Similar results from four studies dealing with third, seventh, and eleventh grade students and their views of science teachers, science classes, usefulness of science study, and what it is like to be a scientist are reviewed and analyzed. The studies include the affective data from the 1977 NAEP report, the 1982 NAEP information, an Iowa follow‐up study, and a study limited to one large school district. The analysis permits a synthesis of information on the failures of school science to affect student perceptions positively. Relatively few areas are identified which illustrate positive effects of science programs on students. Primary problems identified are: (1) science is less fun and exciting the longer students stay in school; (2) teachers are viewed as providers of information; the more preparation a teacher has and the more advanced the class, the less likely is a teacher ever to admit not knowing; (3) students do not feel more successful and/or more curious as they progress through a science program; (4) the school program does not provide increasingly accurate information and/or encouragement for science career choices.