Choices and preferences of science subjects by junior high school students in israel

Lazarowitz, Reuven; Lazarowitz, Rachel Hertz

doi:10.1002/tea.3660160405

Cited by 14 publications

(7 citation statements)

References 6 publications

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“…Research on attitudes towards science is geographically centred in four areas: Great Britain, Israel, Australia, and the USA (Gardener, 1974(Gardener, , 1975aHasan, 1975;Lazarowitz & Lazarowitz, 1979;Ormerod & Duckworth, 1975;Haladyna, Olsen & Shaughnessy, 1982).…”

Section: Mordimentioning

confidence: 99%

Factors Associated with Pupils’ Attitudes Towards Science in Nigerian Primary Schools

Mordi

1991

Research in Science & Technological Education

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This study looked at the extent to which pupils' home characteristics, school factors, teaching and learning variables account for the variance of a measure of pupils' attitude towards science. The paper is a secondary analysis of the Second International Science Study (SISS) data in Nigeria. The data covered 11 States and these States were from five different zones cutting across various cultural backgrounds. The sample size was 2152 pupils from 94 schools but this study is based on 2059 pupils. The results indicated that most pupils came from homes that may not foster positive attitudes towards science. It also revealed that most of the variables that could lead to positive attitudes towards science were alterable. The implications of the findings for Nigeria were also addressed.

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Section: Mordimentioning

confidence: 99%

Factors Associated with Pupils’ Attitudes Towards Science in Nigerian Primary Schools

Mordi

1991

Research in Science & Technological Education

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“…An indication of SIQ reliability was obtained using the method of Lazarowitz and Lazarowitz (1979). It was applied by evaluating the overlap of choices across grade levels and similar schools (Wandersee, 1984).…”

Section: Validity and Reliability Of The Measurementsmentioning

confidence: 99%

“…Both boys and girls showed a more positive attitude toward animals with girls showing more interest and a "significant preference for plants. ' ' Lazarowitz and Lazarowitz (1979) noted that most of the previous investigations of students' choices and preferences in science emphasized independent variables such as grade and sex. They reported that Israeli students showed a decreasing preference for both plants and animals from 7th to 9th grade.…”

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confidence: 99%

Plants or animals—which do junior high school students prefer to study?

Wandersee

1986

J Res Sci Teach

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This research addressed the following questions: (1) Which science topic do junior high school students prefer to study—plants or animals? (2) Is their preference related to the variables of grade level and sex of student? Public school students from grades 7, 8, and 9 in Avoca, New York participated in the study. Findings show that 9th grade students have a greater interest in biological science topics than do students in the other grades studied. Girls are more interested in biological science topics than boys are. Girls also showed a significant preference for animals over plants. As a group, junior high school students revealed that they prefer animal study over plant study. About half of the student responses categorized as “biological science” did not express a clear‐cut preference for either plants or animals. A caution about generalizability is expressed. Interviews of students suggest that the following characteristics of animals are important determinants of preferences: Animals move, eat, have eyes for sight, communicate by sound, exhibit behaviors that are fun to watch, have short and observable live cycles, interact with humans, can learn, have mates, give birth, and raise their young. It was obvious that most students think of mammals when they hear the term “animal.”

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“…The questionnaire developed by Lazarowitz and Hertz-Lazarowitz (1979) was modified and used in this study to elicit from students their reasons for their choices of science subjects. The questionnaire asked for students' school, present grade, and gender.…”

Section: Instrumentmentioning

confidence: 99%

“…As a general pattern, Patrick (1980) concluded that all age groups studied in the NAEP report, ranked science subjects low in relation to career interests and other courses in school. Armstrong (1973), Creaper (1976), Entwistle and Duckworth (1977), and Lazarowitz and Hertz-Lazarowitz (1979) advocated that students have a voice in choosing what they study and also that the reasons for students' choices should be studied. Students' interest in science, choice of science subjects, and reasons for these preferences were studied in relation to the option of further science courses, (Butler 1968, Ormerod andDuckworth 1975) to socio-environmental factors, to students' background and parental influences, (Krippner 1963, andRoe 1963), to gender (Lowery 1967) to school type (whether simple-sex or coeducational) by Ormerod (1975), and to achievement and vocational choice (Sjoberg 1983).…”

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confidence: 99%

Reasons why Elementary and Secondary Students in Utah do and do not Like Science

Lazarowitz¹,

Baird²,

Allman³

1985

School Sci & Mathematics

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Choices and preferences of science subjects by junior high school students in israel

Cited by 14 publications

References 6 publications

Factors Associated with Pupils’ Attitudes Towards Science in Nigerian Primary Schools

Factors Associated with Pupils’ Attitudes Towards Science in Nigerian Primary Schools

Plants or animals—which do junior high school students prefer to study?

Reasons why Elementary and Secondary Students in Utah do and do not Like Science

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