Abstract
ABSTRACT Estonian students’ knowledge of science is, according to PISA (Program for International Student Assessment), good but their motivation to learn science is lower than expected. As primary teachers create a foundation for learning, it is important that they acknowledge and use teaching practices that support engagement. The aim of this study was to explore the relationship between primary teachers’ views on teaching and classroom activities and students’ engagement in science lessons. A general sample questionnaire (N = 219), followed by classroom observations (N = 4) and students’ self-reports (N = 46) were used. The results highlight that engagement depends more on the wider learning context rather on a specific teaching approach.
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