Gender Differences in Attitudes to Learning Science in Grade 7

Autor/in	Reddy, Leelakrishna
Titel	Gender Differences in Attitudes to Learning Science in Grade 7
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 21 (2017) 1, S.26-36 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2017.1279450
Schlagwörter	Gender Differences; Student Attitudes; Science Instruction; Grade 7; Urban Schools; Questionnaires; Student Interests; Likert Scales; Attitude Measures; Affective Behavior; Student Behavior; Beliefs; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fragebogen; Studieninteresse; Likert-Skala; Affective disturbance; Active behaviour; Affektive Störung; Student behaviour; Belief; Glaube; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Learners' attitude to learning science plays a vitally important role with respect to career choices. This study reflects on the nature of the learners' attitude towards science and the effect of gender. A total of 547 Grade 7 learners from an urban district of Gauteng Province (South Africa) were administered a questionnaire to probe their attitudes and interests in learning science. The questionnaire itself was a modified version of an extant questionnaire, consisting of 15 questions. Learners were requested to indicate their degree of agreement or disagreement to each of the questionnaire item, on a five-point Likert-type scale of evaluation. The results were analysed in terms of the A (affection), B (behaviour) and C (cognition) model of attitudes. The results reflect positivity on many items of the questionnaire in the learning of science for all three components of attitude. On the issue of gender differentials, there appears to be no significant difference in attitude between Grade 7 boys and girls towards learning science from a South African perspective. In terms of subject preference, boys were more inclined to study physics and chemistry, while girls had a higher preference for biology and astronomy. However, the need for a dedicated laboratory to conduct experiments for the purposes of conceptual development was identified as a priority by the learners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01