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首页> 外文期刊>Research in science & technological education >Secondary school students' attitudes to practical work in biology, chemistry and physics in England
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Secondary school students' attitudes to practical work in biology, chemistry and physics in England

机译：中学生对英格兰生物，化学与物理学的实际工作态度

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Background: In England, practical work is a major part of secondary school science and yet little research has examined students' attitudes specifically to practical work.Purpose: To examine students' attitudes to practical work in biology chemistry and physics in secondary schools in England. Sample: The study involved 607 students from Year 7 to Year 10 (aged 11-15) drawn from three state-maintained secondary schools in England. The schools were, broadly speaking, representative of schools in England in terms of academic measures such as GCSE outcomes, value-added performance and socio-economic area. Design and methods: The research considered students' attitudes in terms of an established analytical framework incorporating the affective, behavioural and cognitive (ABC) domains and used a mixed methods approach involving questionnaires, lesson observations, and focus group discussions.Results: Whilst secondary students' attitudes to practical work were, generally speaking, positive they were not constant and homogenous but change over time. The affective value of practical work was found to vary by subject although in all three sciences this value decreased, albeit at different rates, as students approached their General Certificate in Secondary Education examinations (GCSE) taken at age 16.Conclusion: The affective value of practical work needs to be considered on a subject by subject basis, rather than, as is often the case currently in school, in terms of a generic attitude to science practical work. Furthermore, the affective value of practical work can be maximised by using more at the start of secondary education (Key Stage 3 - ages 11-14) with a gradual, subject-specific, reduction as students approach their summative public examinations (age 16) when their preference for non-practical, exam orientated, teaching increases.
机译：背景：在英格兰，实际工作是中学科学的主要部分，但很少的研究已经研究了学生的态度，专门针对实际工作。目的：研究学生对英格兰中学生物化学与物理的实际工作态度。样本：研究涉及607名从英格兰三个国维持的中学绘制的7至10年级（11-15岁）。从学术措施（如GCSE成果，增值绩效和社会经济领域）等学校，学校均广泛地发言，代表英格兰的学校。设计与方法：研究涉及学生对融合性，行为和认知（ABC）结构域的建立的分析框架的态度，并使用涉及问卷，课程观察和焦点小组讨论的混合方法方法。结果：虽然二级学生对实际工作的态度一般来说，阳性它们不是恒定和均匀的，但随着时间的推移而变化。发现实际工作的情感价值因主题而异，虽然在所有三个科学中，这一价值虽然以不同的速率降低，但学生在16岁以上的中学教育考试（GCSE）中的一般证书。结论：实际工作的情感价值需要受到主题的基础上的主题，而不是往往在学校的惯例中的案件，就是对科学实际工作的通用态度而言。此外，通过在中学教育的开始（关键阶段3 - 年龄11-14）开始具有逐步，主题，减少，因为学生接近其总结公共考试（16岁）当他们偏好非实际，考试的面向考试时，教学增加。

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