What are Upper Primary School Students' Perceptions of Science?: The Trinidad and Tobago Context
Keywords:Primary School Students, Science Education, Primary School Science, Student Attitudes, Perception, Trinidad and Tobago
AbstractIn this study, 840 9- to 12-year-old upper primary students from schools across Trinidad and Tobago were surveyed to determine their perceptions of science, and to explore their views about the likeability of science. It was found that the students' perceptions of science were wide ranging, and that these perceptions were linked in large part to the way that science is delivered at the upper primary level. In general, students expressed high levels of liking for the discipline when it is delivered to them using practical hands-on approaches. This study also showed that there were differences in the perceptions held by boys and those held by girls, and that these differences were linked to certain science topics. It was also found that certain science topics were highly favoured by the students, and that the topics favoured varied with students' gender, age, and ability.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).