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

Autor/inn/en	Stylianou, Liana; Plakitsi, Katerina; Papantoniou, Georgia
Titel	Views and Experiences of Third-Year, Early Childhood Education, University Students about Science Education in Junior and Senior High School
Quelle	In: World Journal of Education, 6 (2016) 1, S.25-31 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Early Childhood Education; Science Education; Scientific Attitudes; Undergraduate Students; Student Experience; High School Students; Secondary School Science; Science Instruction; Teaching Models; Teaching Methods; Preservice Teachers; Student Teacher Attitudes; Foreign Countries; Qualitative Research; Greece + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Naturwissenschaftliche Bildung; Studienerfahrung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Qualitative Forschung; Griechenland
Abstract	Research on Junior and Senior high school students' attitude toward SE (Science Education) courses focuses on students' 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 have viewed and experienced SE teaching in Junior and Senior high school. The purpose of this paper is to investigate how the members of the above target group, perceive in present time their future role as SE teachers and how their past role as students who have experienced Science teaching in Secondary Education has influenced their attitude toward Science. Factors that shape a positive attitude toward SE, so that students as future teachers and adults who care about being scientifically literate occupy themselves with it, are anxiety about SE courses, self-esteem related to the comprehensibility of the courses, their perception of how significant SE is, learning motivation, delight in dealing with SE, classroom environment, fear of failure or success in the course, but most of all, the way (teaching practices and strategies) SE was taught by Science teachers in Secondary Education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01