More and more experts view studying as an interactive and transactional process which depends both on the student and the learning situation, but mostly on the relationship between the characteristics of the student and the learning situation. For example, the more inconsistencies that occur between the student’s way of learning and the professor’s way of teaching, the more likely it is that situations such as issues with learning and poor performance in school, will occur. That’s why science teachers need to be properly educated and motivated for the learning process, while the classes themselves need to be designed and organized as well as possible. In the case of learning the influence of non-cognitive factors, including metacognition, points of view and beliefs, is of incredible significance, because it can deter from the interest in learning and have a negative effect on the student’s motivation, which is a crucial factor in determining future performance in school. The student may lose interest in continuing the learning process, which is usually accompanied by a negative attitude toward the subject itself and poor ability in that area. The intent of this thesis is to introduce and analyze the attitude of children towards the sciences. How that attitude affects their learning process, which factors influence the shaping of the student’s attitude towards the subject and how they’re affected by the attitude of educators and parents and what draws them most to the subject of science. In the empirical part, you can see the results of a research of children’s attitude towards the sciences in the first and second three year period of a nine year primary school (the research includes students from the third and fifth grade). 223 children were included in the research and all of the data was collected from a direct educational practice.
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