Views and Experiences of Third-year, Early Childhood Education, University Students about Science Education in Junior and Senior High School

Abstract

Research on Junior and Senior high school students' attitude toward SE (Science Education) courses focuses on students' attitudes, views, interests and perceptions stemming from their school experiences related to the courses. This study examines the way third-year students of the Early Childhood Education Department in Ioannina have viewed and experienced SE teaching in Junior and Senior high school. The purpose of this paper is to investigate how the members of the above target group, perceive in present time their future role as SE teachers and how their past role as students who have experienced Science teaching in Secondary Education has influenced their attitude toward Science. Factors that shape a positive attitude toward SE, so that students as future teachers and adults who care about being scientifically literate occupy themselves with it, are anxiety about SE courses, self-esteem related to the comprehensibility of the courses, their perception of how significant SE is, learning motivation, delight in dealing with SE, classroom environment, fear of failure or success in the course, but most of all, the way (teaching practices and strategies) SE was taught by Science teachers in Secondary Education.