A Survey Of Senior One Students’ Attitudes Towards Science

Students are the main body of learning.Really effective science education should be based on learners.Whether it is the formulation of science curriculum,the compilation of textbooks or the design of classroom teaching,it is necessary to first understand students’ knowledge,experience,interest,evaluation and needs of science learning and science-related things.At the same time,students’ positive and correct evaluation of science education and its related cognitive evaluation also reflects the success of science education to a certain extent.At present,the current evaluation of science education is less concerned about the field of students’ affection.Based on this,this study attempts to study students’ attitudes towards science and science-related things in many aspects and dimensions.In this study,some topics of the ROSE questionnaire which is revised and tested by Chi Shao hui are used to be research tools to investigate 410 senior one students’ attitudes towards science in three high schools in Jinan.The survey included students’ attitudes towards environmental problems,towards school science courses,towards science and technology,and the situation of science and technology-related activities after class.The differences of senior one students’ attitudes towards science in gender,living environment and different schools were also analyzed,as well as the impact of Social Economic Status in all aspects.The main conclusions of this study are as follows:1.The overall situation and characteristics of senior one students’ attitudes towards science are as follows: except for the unsatisfactory situation of science and technology-related activities outside the school,students’ attitudes towards environmental problems,science courses and science and technology in general are positive and positive;they have a strong sense of crisis and responsibility for environmental problems,but have a weak tendency or willingness to take action to solve them;they have a low recognitionof the value of school science courses in fostering students’ scientific attitudes,such as critical questions;they have a high evaluation of the value of science and technology,and their scientific and technological outlook is relatively mature;the science and technology-related activities outside the school mostly limited to indoors,and less natural-oriented outdoor activities are less experienced.students are more interested in the scientific knowledge that they think is useful.2.There are significant statistical differences in some aspects and dimensions of students’ attitudes towards science among different genders,living environment and schools.The influence of Social Economic Status on students’ attitudes towards science is limited.