Longitudinal Study of Qualitative Changes in Learning and Attitides Towards Science and Mathematics in Elementary, Lower Secondary and Upper Secondary Levels

自1989年以来，关于科学和数学成就及对科学和数学态度的纵向研究取得了进展。以下是对五年级到十年级和八年级到十二年级两个队列的分析结果，以及新课程和上一期课程之间的比较队列。在不同的学校阶段，人们对科学的喜爱发生了一些变化。研究结果表明：1.学习科学的方便性对学生的科学爱好有一定的影响。实验活动频度对科学课兴趣知觉有影响，但对科学课兴趣知觉无影响。科学知识稳定性较低，尤其是不同年级对同一科学问题数据的记忆能力较差。从1989年到1995年，八年级的科学和数学成绩没有太大的变化--最后一次和新课程--但在1989年到1996年期间，五年级的科学成绩出现了相当大的变化。与1989.5年度相比，1996年学生的学习内容有所减少。在对科学和数学的态度上没有太大的变化，在对性别差异的认知上有一些变化。

The longitudinal research of science and mathematics achievements and attitudes towards science and mathematics has been progressing since 1989. The following analysis results of two cohorts -grade 5 through grade 10 and grade 8 through grade 12-, and comparative cohorts between new and last curricula were derived from data.1. Some changes are seen in liking for science at differing school stages. Some influences are seen on the liking for science from facility of learning science then.2. Frequency of experimental activities has influence on the perception of interest in science lessons, but not on liking for science.3. Stability of knowledge on science is low, specially memory subjects from the data of the same science problems between different grades.4. No big changes are shown in science and mathematics scores in grade 8 between 1989 and 1995 -last and new curricula-, but pretty big change is shown in science score in grade 5 between 1989 and 1996. Learned contents of students in 1996 are decreased as compared with in 1989.5. No big changes are shown in attitude towards science and mathematics, and some changes are seen in perception of gender difference.