Záujem žiakov nižšieho sekundárneho vzdelávania o biologické vedy

Jana Fančovičová; Milan Kubiatko

doi:10.14712/18047106.151

Vol. 6 No. 1 (2015): sciED Research Reports

Lower Secondary School Pupils’ Interest in Biological Sciences

Jana Fančovičová, ¹ Milan Kubiatko, ²

Katedra biológie Pedagogická fakulta TU
Institut výzkumu školy a zdraví Pedagogická fakulta MU

DOI: https://doi.org/10.14712/18047106.151

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Fančovičová, J., & Kubiatko, M. (2015). Lower Secondary School Pupils’ Interest in Biological Sciences. Scientia in Educatione, 6(1), 2-13. https://doi.org/10.14712/18047106.151

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Abstract

Pupils’ interest in science subjects has been decreasing all around the world; the reasons lying in the perceived difficulty and unimportance of science subjects for pupils’ future life and work. The aim of the research was to specify which field of science subjects is the most interesting for pupils and to find out the influence of variables such as gender and age on the interest in biological sciences (we supposed that pupils would be mostly interested in biology). The sample size was 389 lower secondary school pupils of age between 10 and 15. Each respondent was to write any number of spontaneous questions on a blank sheet of paper — they were to write questions whose answers were of interest to them. The highest number of questions was from biology (91 %), not from chemistry or physics. The girls were more interested in biology, the 6th graders wrote the highest number of questions and the lowest number of questions was written by the 5th graders. This situation is probably caused by curriculum; the reasons are explained in the conclusions.

References

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Baram-Tsabari, A. & Yarden, A. (2005). Characterizing children’s spontaneous interests in science and technology. International Journal of Science Education, 27(7), 803–826. Search in Google Scholar
Dopita, M. & Grecmanová, H. (2008). Středoškoláci a zájem o přírodní vědy. e-Pedagogium, 8(4), 31–46. Search in Google Scholar
Greenfield, T. A. (1996). Gender, ethnicity, science achievement and attitudes. Journal of Research in Science Teaching, 33(8), 901–933. Search in Google Scholar
Hola, I. A. (2005). Uncovering gender differences in science achievement and attitudes towards science for Jordanian primary pupils. Damascus University Journal, 21(1), 19–53. Search in Google Scholar
Jones, M. G., Howe, A. & Rua, M. J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180–192. Search in Google Scholar
Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23–40. Search in Google Scholar
Kubiatko, M. (2011). Bez prírodopisu to nejde alebo ako ho vnímajú žiaci základných škôl. Studia Paedagogica, 16(2), 75–88. Search in Google Scholar
Lee, V. E. & Burkam, D. T. (1996). Gender differences in middle grade science achievement: Subject domain, ability level, and course emphasis. Science Education, 80(6), 613–650. Search in Google Scholar
Lewin, K. (1951). Field theory in social science. New York: Harper & Row. Search in Google Scholar
Mandíková, D. (2009) Postoje žáků k přírodním vědám – výsledky výzkumu PISA 2006. Pedagogika, 59(4), 380–395. Search in Google Scholar
Mavrikaki, E., Koumparou, H., Kyriakoudi, M., Papacharalampous, I. & Trimandili, M. (2012). Greek secondary school students’ views about biology. International Journal of Environmental & Science Education, 7(2), 217–232. Search in Google Scholar
Murphy, C. & Beggs, J. (2003). Children’s attitudes towards school science. School Science Review, 84(308), 109–116. Search in Google Scholar
Novák, Z. (1989). Test volných slovných asociací jako test školních znalostí. Pedagogika, 39(4), 431–445. Search in Google Scholar
Nuttin, L. (1984). Motivation, planning, and action. Leuven: University Press. Search in Google Scholar
Osborne, J., Simon, S. & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1 049–1 079. Search in Google Scholar
Papanastasiou, C. & Papanastasiou, E. C. (2004). Major influences on attitudes toward science. Educational Research and Evaluation, 10(3), 239–257. Search in Google Scholar
Pavelková, I., Škaloudová, A. & Hrabal, V. (2010). Analýza vyučovacích předmětů na základě výpovědí žáků. Pedagogika, 55(1), 38–61. Search in Google Scholar
Prokop, P. & Komorníková, M. (2007). Postoje k prírodopisu u žiakov druhého stupňa základných škôl. Pedagogika, 57(1), 37–46. Search in Google Scholar
Prokop, P., Prokop, M. & Tunnicliffe, S. D. (2007). Is biology boring? Student attitudes toward biology. Journal of Biological Education, 42(1), 36–39. Search in Google Scholar
Prokop, P., Tuncer, G. & Chudá, J. (2007). Slovakian students’ attitudes toward biology. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 287–295. Search in Google Scholar
Ramsden, J. M. (1998). Mission impossible?: Can anything be done about attitudes to science? International Journal of Science Education, 20(2), 125–137. Search in Google Scholar
Rathunde, K. (1993). The experience of interest: A theoretical and empirical look at its role in adolescent talent development. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (59–98). London: Jai Press Inc. Search in Google Scholar
Říčan, P. (2010). Psychologie osobnosti: obor v pohybu. Praha: Grada. Search in Google Scholar
Skamp, K. & Logan, M. (2005). Students’ interest in science across the middle school years. Teaching Science, 51(4), 8–15. Search in Google Scholar
Sláviková, V., Igaz, C. & Adam, M. (2012). Postoje žiakov 8. ročníka ZŠ k predmetu Biológia 8. Biológia – Ekológia – Chémia, 16(2), 2–4. Search in Google Scholar
Van Roten, F. C. (2004) Gender differences in attitudes toward science in Switzerland. Public Understanding of Science, 13(2), 191–199. Search in Google Scholar
Veselský, M. (1999). Záujem žiakov o prírodovedné učebné predmety na základnej škole a hodnotenie ich dôležitosti – z pohľadu žiakov 1. ročníka gymnázia. In Psychologica – Zborník Filozofickej fakulty UK, 37 (79–86). UK: Bratislava. Search in Google Scholar
Veselský, M. (2010). Motivácia žiakov učiť sa. Bratislava: Univerzita Komenského. Search in Google Scholar
Veselský, M. & Hrubišková, H. (2009). Zájem žáku o učební předmět chemie. Pedagogická orientace, 19(3), 45–64. Search in Google Scholar
Vlčková, J. & Kubiatko, M. (2014). Přírodopis v očích žáků 2. stupně základních škol. e-Pedagogium, 14(1), 20–37. Search in Google Scholar

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[1] Awan, R. U. N., Sarwar, M., Naz, A. & Noreen, G. (2011). Attitudes toward science among school students of different nations: a revew study. Journal of College Teaching & Learning, 8(2), 43–50. Search in Google Scholar

[2] Baram-Tsabari, A. & Yarden, A. (2005). Characterizing children’s spontaneous interests in science and technology. International Journal of Science Education, 27(7), 803–826. Search in Google Scholar

[3] Dopita, M. & Grecmanová, H. (2008). Středoškoláci a zájem o přírodní vědy. e-Pedagogium, 8(4), 31–46. Search in Google Scholar

[4] Greenfield, T. A. (1996). Gender, ethnicity, science achievement and attitudes. Journal of Research in Science Teaching, 33(8), 901–933. Search in Google Scholar

[5] Hola, I. A. (2005). Uncovering gender differences in science achievement and attitudes towards science for Jordanian primary pupils. Damascus University Journal, 21(1), 19–53. Search in Google Scholar

[6] Jones, M. G., Howe, A. & Rua, M. J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180–192. Search in Google Scholar

[7] Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23–40. Search in Google Scholar

[8] Kubiatko, M. (2011). Bez prírodopisu to nejde alebo ako ho vnímajú žiaci základných škôl. Studia Paedagogica, 16(2), 75–88. Search in Google Scholar

[9] Lee, V. E. & Burkam, D. T. (1996). Gender differences in middle grade science achievement: Subject domain, ability level, and course emphasis. Science Education, 80(6), 613–650. Search in Google Scholar

[10] Lewin, K. (1951). Field theory in social science. New York: Harper & Row. Search in Google Scholar

[11] Mandíková, D. (2009) Postoje žáků k přírodním vědám – výsledky výzkumu PISA 2006. Pedagogika, 59(4), 380–395. Search in Google Scholar

[12] Mavrikaki, E., Koumparou, H., Kyriakoudi, M., Papacharalampous, I. & Trimandili, M. (2012). Greek secondary school students’ views about biology. International Journal of Environmental & Science Education, 7(2), 217–232. Search in Google Scholar

[13] Murphy, C. & Beggs, J. (2003). Children’s attitudes towards school science. School Science Review, 84(308), 109–116. Search in Google Scholar

[14] Novák, Z. (1989). Test volných slovných asociací jako test školních znalostí. Pedagogika, 39(4), 431–445. Search in Google Scholar

[15] Nuttin, L. (1984). Motivation, planning, and action. Leuven: University Press. Search in Google Scholar

[16] Osborne, J., Simon, S. & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1 049–1 079. Search in Google Scholar

[17] Papanastasiou, C. & Papanastasiou, E. C. (2004). Major influences on attitudes toward science. Educational Research and Evaluation, 10(3), 239–257. Search in Google Scholar

[18] Pavelková, I., Škaloudová, A. & Hrabal, V. (2010). Analýza vyučovacích předmětů na základě výpovědí žáků. Pedagogika, 55(1), 38–61. Search in Google Scholar

[19] Prokop, P. & Komorníková, M. (2007). Postoje k prírodopisu u žiakov druhého stupňa základných škôl. Pedagogika, 57(1), 37–46. Search in Google Scholar

[20] Prokop, P., Prokop, M. & Tunnicliffe, S. D. (2007). Is biology boring? Student attitudes toward biology. Journal of Biological Education, 42(1), 36–39. Search in Google Scholar

[21] Prokop, P., Tuncer, G. & Chudá, J. (2007). Slovakian students’ attitudes toward biology. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 287–295. Search in Google Scholar

[22] Ramsden, J. M. (1998). Mission impossible?: Can anything be done about attitudes to science? International Journal of Science Education, 20(2), 125–137. Search in Google Scholar

[23] Rathunde, K. (1993). The experience of interest: A theoretical and empirical look at its role in adolescent talent development. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (59–98). London: Jai Press Inc. Search in Google Scholar

[24] Říčan, P. (2010). Psychologie osobnosti: obor v pohybu. Praha: Grada. Search in Google Scholar

[25] Skamp, K. & Logan, M. (2005). Students’ interest in science across the middle school years. Teaching Science, 51(4), 8–15. Search in Google Scholar

[26] Sláviková, V., Igaz, C. & Adam, M. (2012). Postoje žiakov 8. ročníka ZŠ k predmetu Biológia 8. Biológia – Ekológia – Chémia, 16(2), 2–4. Search in Google Scholar

[27] Van Roten, F. C. (2004) Gender differences in attitudes toward science in Switzerland. Public Understanding of Science, 13(2), 191–199. Search in Google Scholar

[28] Veselský, M. (1999). Záujem žiakov o prírodovedné učebné predmety na základnej škole a hodnotenie ich dôležitosti – z pohľadu žiakov 1. ročníka gymnázia. In Psychologica – Zborník Filozofickej fakulty UK, 37 (79–86). UK: Bratislava. Search in Google Scholar

[29] Veselský, M. (2010). Motivácia žiakov učiť sa. Bratislava: Univerzita Komenského. Search in Google Scholar

[30] Veselský, M. & Hrubišková, H. (2009). Zájem žáku o učební předmět chemie. Pedagogická orientace, 19(3), 45–64. Search in Google Scholar

[31] Vlčková, J. & Kubiatko, M. (2014). Přírodopis v očích žáků 2. stupně základních škol. e-Pedagogium, 14(1), 20–37. Search in Google Scholar

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