Portal de Periódicos da CAPES

RESEARCH REPORT

2004; Taylor & Francis; Volume: 26; Issue: 7 Linguagem: Inglês

10.1080/0950069032000097442

1464-5289

Katie Spall, Martin Stanisstreet, Dominic Dickson, Edward Boyes,

Science Education and Perceptions

Abstract Studies exploring school students' views about science have not always distinguished between different branches of science. Here, the views of 1395 secondary school students aged 11–16 about physics and, as a science comparator, biology were determined using a closed‐form questionnaire. Over the period of secondary schooling a decreasing proportion of students expressed a liking for physics, fewer thought it was interesting and more thought it was boring. These changes did not apply to biology. There was an increasing view that the study of physics, but not biology, required mathematical skills. Fewer students thought that physics, compared with biology, could contribute to the solution of medical or environmental problems. Suggestions that physics might offer good employment prospects did not influence students' liking of physics. Factor analysis suggested that the oldest group of students distinguished between physics and biology in terms of their general characteristics – to the detriment of physics. Notes In England and Wales, secondary school students take public examinations at the end of National Curriculum Year 11 (age 15/16 years), Year 12 (age 16/17 years) and Year 13 (age 17/18 years). These are the General Certificate of Secondary Education (GCSE) examinations, the Advanced Subsidiary (‘AS’) level examinations and the Advanced (‘A’) level examinations, respectively.