Analyzing the Relationships between the Teen-agers’ Self-image and their Preferences for Science Disciplines Contents

Abstract

Vocational orientation of adolescents is a challenge not only for teachers and parents, but especially for teenagers. Often the identity crisis specific to this age can be an obstacle in building a school and later a professional path appropriated for student personality. In this sense, actions taken to address the knowledge and self-knowledge of adolescents’ self-image become indispensable. In addition, these approaches facilitate the identification of potentials skills and attitudes that can facilitate the development of scientific skills and increase the efficiency of learning. The paper presents a micro research conducted in order to identify relationships between the teen-agers’ self-image and their preference for the contents of the scientific disciplines of secondary education. The research sample consisted of 146 students aged between 14 and 19, who followed PROFILES type Science classes (Physics, Chemistry, Biology) in several schools in Dambovita County, Romania. The research hypotheses were: H1 Positive self-image correlates with increased preference for questioning and ambiguous issues; H2 Positive self-image influences in lesser extent students interest‘s for certain contents. As research methods, there were used questionnaire for identifying students’ interests on certain contents, and self-assessment test for self-image. The results are discussed in the perspective of scientific literacy skills development.