Longitudinal Study of Qualitative changes in Attitudes Towards Science and Science Studies in Elementary, Lower Secondary and Upper Secondary Schools

根据涵盖1989年至1991年期间的研究计划，正在对同一学校和不同学校人口之间对科学和科学研究的态度变化进行纵向调查。1989年，对小学五年级（人口1）、初中二年级（人口2）和高中二年级（人口3）进行了为期三年的观察（人口3为两年）。研究的目的是分析科学科目、学生背景、学习科学、对科学的态度、对科学的理解和教师问卷。此外，阅读、算术/数学和学校问卷也被包括在内。我们与县教育中心、国立和私立学校一起，观察了5个县的5个地区的公立学校和国立学校（所有人口）以及私立学校（Pop. 1）。每年对每个群体的3000名学生进行调查，为期三个学期。此外，对校长和负责科学和数学的教师进行了学校和教师问卷调查。以下通过分析的结果来自1989年（解释变量）和1990年（客观变量）的数据。年级越高，学生对科学学习的认知和社会对科学认知的变化越小。对科学的看法表明，对科学的喜爱与科学科目的成绩之间存在着很小的相关性，但对科学学习的看法对科学科目的成绩没有影响。社会对科学的看法与对科学学习或科学分数的看法之间没有关系。

A longitudinal survey of changes in attitudes towards science and science studies between same school and differing school populations is progressing in accordance with the research plan which covers the period from 1989 to 1991.1. In 1989, elementary school fifth grade (Population 1), lower secondary school second grade (Pop. 2) and upper secondary school second grade (Pop. 3) were observed for a three year period (Pop. 3 for two years).2. The objective of the study is to analyze the items which include science subjects, student background, learning science, attitude toward science, understanding science and teacher questionnaires. In addition reading, arithmetic/mathematics, and school questionnaires are also included.3. We, in conjunction with prefectural education centers and national and private schools, observed public schools located five areas in 5 prefectures and national schools (all populations), and private schools (Pop. 1).4. Surveyed were 3000 students per year in each population for three school periods. In addition, school and teacher questionnaires were asked of the principle and the teachers in charge of science and mathematics.The following pass analysis results were derived from data for 1989 (explanatory variables) and 1990 (objective variables).1. The higher the school grade the less the change in perceptions towards science study and in perceptions towards science in society.2. Perceptions towards science science show a small correlation between liking for science and performance in science subjects, but no influences on performance in science subjects from perceptions towards science study.3. No relationship is seen between perceptions towards science in society and perceptions towards science study or science scores.