Views and Experiences of Third-year, Early Childhood Education, University Students about Science Education in Junior and Senior High School

Liana Stylianou, Katerina Plakitsi, Georgia Papantoniou


Research on Junior and Senior high school students’ attitude toward SE (Science Education) courses focuses onstudents’ attitudes, views, interests and perceptions stemming from their school experiences related to the courses.This study examines the way third-year students of the Early Childhood Education Department in Ioannina haveviewed and experienced SE teaching in Junior and Senior high school. The purpose of this paper is to investigate howthe members of the above target group, perceive in present time their future role as SE teachers and how their past roleas students who have experienced Science teaching in Secondary Education has influenced their attitude towardScience. Factors that shape a positive attitude toward SE, so that students as future teachers and adults who care aboutbeing scientifically literate occupy themselves with it, are anxiety about SE courses, self-esteem related to thecomprehensibility of the courses, their perception of how significant SE is, learning motivation, delight in dealing withSE, classroom environment, fear of failure or success in the course, but most of all, the way (teaching practices andstrategies) SE was taught by Science teachers in Secondary Education.

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World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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