A study of Korean middle school students’ interests in biology and their implications for biology education

Hong, Jung-Lim; Shim, Kew‐Cheol; Chang, Nam-Kee

doi:10.1080/0950069980200806

Cited by 34 publications

(12 citation statements)

References 8 publications

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“…Moreover, significant differences in attitudes between students reporting biology as their favourite subject indicate that such simple categorisation can be used in further studies. Non-linear distribution of attitudes can be explained as the effect of a different curriculum in Girls' preferences for botany support earlier findings by Hong et al (1998), but we failed to find girls' preferences for human biology and boys' preferences for earth sciences (Dawson, 2000). Interestingly, while science is generally more difficult to understand for girls (Jones et al, 2000;Osborne et al, 2003) boys in our study reported that biology is significantly more difficult for them.…”

Section: Resultssupporting

confidence: 65%

Is biology boring? Student attitudes toward biology

Prokop

Tunnicliffe³

2007

Journal of Biological Education

132

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Section: Resultssupporting

confidence: 65%

Is biology boring? Student attitudes toward biology

Prokop

Tunnicliffe³

2007

Journal of Biological Education

132

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“…As indicated by several researchers such as Hong, Shim & Chang (1998), Prokop, Prokop & Tunnicliffe (2007), and Trumper (2006), girls have a greater preference of studying about plants than boys. Therefore, it is not surprising that students who are used to merely receiving information tend to reject a more active approach.…”

Section: Conclusion and Limitationsmentioning

confidence: 98%

Promoting Students’ Conceptual Understanding of Plant Defense Responses Using the Fighting Plant Learning Unit (Fplu)

Nantawanit

Panijpan

Ruenwongsa

2011

Int J of Sci and Math Educ

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Most students think animals are more interesting than plants as a study topic believing that plants are inferior to animals because they are passive and unable to respond to external challenges, particularly biological invaders such as microorganisms and insect herbivores. The purpose of this study was to develop an inquiry-based learning unit, the Fighting Plant Learning Unit (FPLU), which focuses on plant defense responses to biological stimuli. The study also investigated students' perceptions of the FPLU implemented in a constructivist classroom. A total of 31 Thai science majors from grade 12 participated in this study. Multiple data-gathering techniques (quantitative and qualitative) were employed: conceptual testing, concept mapping, the Constructivist Learning Environment Survey questionnaire and semi-structured interviews. It was found that from their active participation, the students developed a better conceptual understanding of plant defense mechanisms. In addition, they appeared to have positive attitudes toward the FPLU as evidenced by their preference for inquiry-based teaching in a constructivist learning environment. Finally, their perspectives on and appreciation of plants as active organisms had been favorably changed by the experience.

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“…Õpilaste huvi uurimisele on lähenetud kas ühe loodusaine spetsiifiliselt, nt füüsikas (Badri, Al Mazroui, Al Rashedi, & Yang, 2016;Häussler & Hoffmann, 2002;Reid & Skryabina, 2003;Trumper, 2006;Walper, Pollmeier, Lange, Kleickmann, & Möller, 2016), bioloogias (Baram-Tsarabi & Kaadni, 2009;Baram-Tsarabi, Sethi, Bry, & Yarden, 2010;Gardner & Tamir, 1989;Hagay et al, 2013;Hong, Shim, & Chang, 1998), keemias (Alebiosu, 2006) ja geograafias (earth science) (Betzner & Marek, 2014;Harp & Mayer, 1997), või loodusaineteüleselt (Dawson, 2000;Christidou, 2006;Lavonen et al, 2008;Teppo & Rannikmäe, 2008). Õpilaste teadmiste ja oskuste testimise kõrval on loodusainete õppimisega seotud huve ja hinnanguid vähemal määral uuritud ka rahvusvaheliste võrdlusuuringute, nagu TIMSSi ja PISA raames.…”

Section: Huvi Loodusteaduslike Teemade õPpimise Vastuunclassified

Grade nine students’ learning interests towards science topics presented in different contexts and their motivation to learn science

Teppo¹,

Semilarski²,

Soobard³

et al. 2017

EHA

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a a Tartu Ülikooli loodusteadusliku hariduse keskus AnnotatsioonViimaste aastate uuringute tulemused näitavad, et õpilased hindavad üha enam loodus ainete õppimise vajalikkust, kuid endiselt on teemavaldkondi, mille õppi-mise vastu nad huvi ei tunne, kuna need on vähe seotud nende igapäevaelu või sotsiaalse keskkonnaga. Vähe on aga uuritud seda, kuidas loodusteaduslike õppeainete sisu esitamine eri kontekstis mõjutab õpilaste huvi õppekavaga kindlaks määratud teemade õppimise vastu. Artikli põhieesmärk on välja selgitada, millises kontekstis esitatud loodusteaduslike teemade õppimisest on 9. klassi õpilased (N = 848) huvitatud ning milline on õpilaste motivatsioon õppida loodusteaduslikke õppeaineid. Andmeid koguti katsetatud ja valideeritud kompleksinstrumendiga. Andmete analüüsimiseks kasutati nii peakomponentide kui ka klasteranalüüsi meetodeid. Leitud dimensioonid kirjeldavad õpilaste huvide kontekstuaalset iseloomu. K-keskmiste klasteranalüüsi tulemusena eristus nelja loodusaine sees kolm (kokku 12) õpilaste motivatsiooniprofiili, mis võimaldavad kirjeldada põhikooli lõpuklasside õpilaste huvisid ja motivatsioonilisi suundumusi loodusainete õppimisel. Õpilaste motivatsioon õppida loodusaineid on üldiselt suur ja seda nii tüdrukutel kui ka poistel.

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A study of Korean middle school students’ interests in biology and their implications for biology education

Cited by 34 publications

References 8 publications

Is biology boring? Student attitudes toward biology

Is biology boring? Student attitudes toward biology

Promoting Students’ Conceptual Understanding of Plant Defense Responses Using the Fighting Plant Learning Unit (Fplu)

Grade nine students’ learning interests towards science topics presented in different contexts and their motivation to learn science

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