A longitudinal study of the effects of differing primary science experience on the level of interest and achievement of girls and boys in their first year of secondary science

Abstract

This research study addresses four key questions. Are pupils who have studied substantial amounts of primary science more interested in science than those who have not? Is there any longer-term effect on their interest in science? Is there any link between pupils' interest in primary science and their achievement in secondary science? Are there particular features of primary science which appear to be associated with higher levels of interest in science? A sample of about 300 pupils, aged 10–11 years, was selected comprised of 15 fourth year primary classes which fed into two comprehensive schools. The primary school topics studied, the apparatus used and the pupils' interest in scientific activities, both in and out of school, was assessed by means of questionnaires. Further illuminative information concerning science schemes, classroom organisation and teaching style was collected by means of observation and structured interviews with teachers. [Continues.]